Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Didiano, University of Toronto; Annie Elisabeth Simpson, Troost Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Engineering Leadership Development

course in 2010. Within a few years we built a suite of eight graduate coursestaught by instructors and practitioners, engineers and non-engineers with experience in a range ofsubjects: engineering, leadership, education, psychology, business, and executive coaching [15,16]. In the 2019-2020 school year, 226 graduate students completed a Troost ILead course with175 of those students being enrolled in course-based, professional Masters degrees. Each coursehas thirty-nine hours of instruction over thirteen weeks and typically has twenty to fifty students.Smaller class sizes are preferred to enable in-depth discussion and individual attention. Eachcourse offers a deep dive into a range of leadership topics such as emotional intelligence,personal

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Debbie Chachra, Olin College of Engineering; Kate Roach, UCL; Emanuela Tilley, University College London; Kyle G. Gipson, James Madison University

Tagged Divisions

Engineering Leadership Development

entrepreneurship and innovation, personal and professional growth, orglobal citizenship. Delivery channels, i.e., methods for integration of courses in educationalprograms, include integration via the use of core courses, curricular minors, or co-curricularprograms. Like the focus and delivery channels, pedagogical approaches vary considerably,though many emphasize active learning and team-based projects.As part of the creation of their programs, institutions have wrestled with the idea of engineeringleadership, and a number have crafted their own frameworks for engineering leadershipdevelopment [14] - [18]. For example, the Gordon Institute of Engineering Leadership atNortheastern University uses a fourteen-point framework for leadership development [17

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Donald, University of Guelph; Paul C. Hungler, Queen's University; Kaitlyn Brant, Queen's University ; Stephanie Diane Shaw, University of Guelph

Tagged Divisions

Engineering Leadership Development

back tothe research questions, as presented in Section 1.0 Introduction, are presented at the end of thissection. The total class size was 34, and a subset of the class consented to participate in thestudy. For the eight weekly reflections, the number of students responding ranged from 16 to 18,except for Week 3, where 12 students responded. Seventeen (17) students completed the meta-reflection.4.1 Weekly Journal Reflection SurveysWeekly leadership reflections were strongly sourced from ‘Teamwork and ProfessionalEnvironment’ and ‘Personal Life’ experiences. These two sources ranked the highest each weekamong the students (see Figure 3), and this trend continued for each of the eight weeks that thereflections were completed. Ranking lower in

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

diversity, equity, and inclusion (DEI). For the most part, these have not been presentin the education of engineers. As a result, the majority of engineering professors are ill-equippedto engage in discussions of these matters with their students.To address this reality, engineering education must begin to embrace and introduce students tosome of the tenets and course content of the arts, humanities, and social sciences. There areuniversities today that are conducting what is known as a Grand Challenge Scholars Program inwhich students are prepared to achieve competencies in entrepreneurship, systems thinking,ethics, the understanding of different cultures, and the recognition that their engineeringsolutions must serve the purpose of contributing

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

C. Fred Higgs III, Rice University; Kaz Karwowski, Rice University; David Allen Van Kleeck, Rice University ; Thomas Edward Phalen Jr., Rice University; Gayle Moran; Cesare Wright, Rice University; James Philip Hennessy, Rice University

Tagged Divisions

Engineering Leadership Development

ofengineering, launched its initial phase (herein referred to as “RCEL 1.0”) of engineering leadershipcertificate classes for undergraduates in 2013. Students took a series of curricular and co-curricular(e.g., an internship practicum, team-building activities, leadership development planning, seniorpresentation, etc.) classes within this school of engineering certificate program, and the firstcertified students graduated in 2015. The core competencies, or domain-level learning objectives,for this initial program were for students to acquire leadership, management, and interpersonalskills. The core competencies were woven into the 10-credit hour, four-year certificate’s suite ofcourses. The courses were as shown in Table 1. Table 1: Course curriculum

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Daniel Knight, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development

they share similarities in their capstone program design (project-basedinvolving industry sponsors and beyond), differed from each other in more than just geographiclocation. One institution is private, while the other 3 are public. One of the public institutions isclassified as an HSI. The participants were particularly from 3 mechanical engineering programsand one engineering science program in their senior year of the undergraduate program. Thegraduating class size ranged from small (20-30 students) to large (350 students) per class.Students worked in small teams or sub-groups of a larger team. There were around 4-6 studentsper team working in the capstone projects.Data CollectionThe data collection for the project was carried out through

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Mike Klassen, University of Toronto; Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Alison Olechowski, University of Toronto; Madeleine Santia

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Diversity

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Engineering Leadership Development

of engineers working fora large manufacturing firm over twelve years [26], three surveyed engineers who followed arange of alternative paths such as project management, entrepreneurship, and hybrid options [1,27, 28], and five examined the restricted career mobility of under-represented groups ofengineers [2, 29-35].Sheppard et al. studied the career aspirations and early career trajectories of engineering studentsin the United States using two large data sets [25], and found that graduates who reported thegreatest confidence in their interpersonal and professional skills were more likely to have chosennon-engineering focused pathways, a troubling finding for those of us hoping to retain sociallyskilled engineers in the profession. Roberts

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dena Lang, Pennsylvania State University; Travis Gehr; Meg Handley, Pennsylvania State University; John Jongho Park, Pennsylvania State University; Andrew Michael Erdman, Pennsylvania State University

Tagged Divisions

Engineering Leadership Development

and Technology-Based Entrepreneurship(3-credits each). In addition, students must choose another 6 credits from the following fourcourses: Leadership in Organizations, International Leadership of Engineering and Development,Project Management for Professionals, or an independent study which could take the form of aninternational project, a coaching course, or an honors thesis). The final requirement includes anadditional 6 credits which are selected from an approved elective list. The curriculumemphasizes the development of leadership potential within each student, a multiculturalawareness, and opportunities to exercise their skills through hands-on, leadership challenges.Survey InstrumentAn alumni survey was developed to align with the

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

B. Michael Aucoin, Leading Edge Management, LLC; Dennis Arthur Conners

Tagged Divisions

Engineering Leadership Development

learning was very valuable as it made me look at organizations differently. Organizations are truly systems and as leaders make changes, or consider changes, they must understand the effects on the overall system. I had never considered this as a way of thinking, and it was helpful to me to view this approach.” • “This was one of the hardest classes to digest but out of all of my courses in my degree plan the one I find most useful in my future. The System Journal was very practical and useful and many of the exercises made me dig really deep in my own thinking.” • “Great course that pushed me academically and that introduced me to the view-altering concept of systems theory.” • “The systems journal

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

Tagged Divisions

Engineering Leadership Development

, review from 875 students at 10 different institutionsassessed whether student participation in leadership education and training programs impactedtheir educational and personal development (Cress et al., 2001). This study specifically focusedon the knowledge and skills of students and if there were any relationships between leadershipdevelopment and typical class progression (Cress et al., 2001). The study included pre- and post-survey assessments to evaluate student progress. Multivariate analysis and a hierarchicalregression analysis model were used to control for any confounding variables. Results from thestudy indicated that growth was seen in three main areas: skills (decision making abilities),values (sense of personal ethics), and