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Displaying all 6 results

Meaning and Impact: A Review of Personal Leadership Portfolios

Conference Session
Continuous Improvement in Engineering Leadership Development Programs
Collection
2019 ASEE Annual Conference & Exposition
Authors
Seth Claberon Sullivan, Texas A&M University; Beth Koufteros, Texas A&M University
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
, collaborative in theirdecision-making, and humbly self-confident in their behaviors.The five-semester leadership program, commencing spring of sophomore year, is designed toprovide a cohort of students with a broader perspective of the world in which they will live andwork. Personal growth and self-improvement, rooted in reflection and dialogue, are thefoundation of the program. Engagement with industry professionals and development of self-awareness helps them discover a sense for how they will fit into this world, a deeper insight intotheir individual potential, and a specific view of how they want to begin their professionalcareers. Students earn a certificate in Holistic Leadership upon completion of the program.Students in the Zachry Leadership
Relevance Score: 0.03850073

A Continual Improvement Process for Teaching Leadership and Innovation Within a Community of Practice

Conference Session
Continuous Improvement in Engineering Leadership Development Programs
Collection
2019 ASEE Annual Conference & Exposition
Authors
Marnie V. Jamieson, University of Alberta; John M. Shaw
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities
Relevance Score: 0.02393613

Leaders as Coaches

Conference Session
Creating Impactful Learning Experiences for Engineering Leaders
Collection
2019 ASEE Annual Conference & Exposition
Authors
Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park; John Jongho Park, Pennsylvania State University, University Park
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
ClassroomLiterature reporting the implementation of coaching in engineering classrooms demonstratescurricular designs and learning outcomes with positive student outcomes. Stettina, Zhao, Back,and Katzy [26] implemented coaching practices in short stand-up meetings that focused onasking powerful questions to reflect and assess progress on project deliverables. Using a quasi-experimental approach, the researchers found that adding coaching into small stand-up meetingsprovided for successful information exchange and increased student satisfaction in courselearning. Knight, Poppin, Seat, Parsons, and Klukken [29] looked at the impact on teamorientation and team task performance of senior design course teams with graduate levelcoaches. The teams with graduate
Relevance Score: 0.022228409

Counting Past Two: Engineers' Leadership Learning Trajectories

Conference Session
Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles
Collection
2019 ASEE Annual Conference & Exposition
Authors
Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Serhiy Kovalchuk, University of Toronto; Mike Klassen, University of Toronto; Milan Maljkovic; Emily L. Moore, University of Toronto
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
groups with noviceengineers. Career history interviews of experienced engineering leaders, interspersed with guidedreflection, provided us with an interesting way to access implicit leadership learning over thecourse of participants’ three-to-four decade career histories [9, 54, 55]. It allowed us to askquestions about career transitions—something most engineers have a relatively easy timerecalling—with follow up reflection questions about the leadership insights they gained along theway—something many of us struggle to define, particularly busy, task-oriented professionalsfacing pressure to complete projects in time and on budget.When we asked direct questions about how participants learned to lead, most of them said one oftwo things; either
Relevance Score: 0.010832257

Exploring the Relationship Between Students’ Engineering Identity and Leadership Self-Efficacy

Conference Session
Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles
Collection
2019 ASEE Annual Conference & Exposition
Authors
William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University; Emma Annand, Montana State University; Romy M. Beigel, Montana State University; Monika B Kwapisz, Montana State University
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
leadership identity that could be further tested using structural equationmodeling.Significant results were also observed among engineering fields and institutional characteristics.Students in computer engineering and electrical/electronics engineering scored significantly loweron the leadership construct than mechanical engineering students. Students who attendedinstitutions where women comprise a higher percentage of engineering students scored higher onthe leadership construct. It does make sense that some differences among engineering fields mightbe observed, reflecting cultural differences among engineering fields. In terms of the latter finding,it’s encouraging that attending a program with higher gender diversity might indirectly
Relevance Score: 0.008124192

Perceived Importance and Confidence in Leadership Ability: A National Survey of Final Year Canadian Engineering Students

Conference Session
Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles
Collection
2019 ASEE Annual Conference & Exposition
Authors
Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Cindy Rottmann, University of Toronto; Mike Klassen, University of Toronto; Jamie Ricci, Indspire; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
engineering students acrossdemographic and academic variables, we do not know the extent to which our data and therebyfindings are representative of the total population. Second, the findings should also be taken withcaution because of the potential social desirability issue. Some respondents may have rated theimportance of the 11 skills and their confidence in them in ways that do not reflect their truevalues and ability beliefs about these skills. We did not have any means to triangulate thecollected data. Lastly, given that the leadership ability item was loosely defined in the survey, itis not immediately clear what the survey respondents thought of leadership when completing thesurvey, which may have influenced their importance and confidence
Relevance Score: 0.0057446714