Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Everett Johnson, University of Illinois at Urbana-Champaign; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Joe Bradley, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

engineering projects, and they need to be able to communicate thoseexperiences [13].The work of Larsson, et, al. indicated that certain leadership styles are best suited for certain typesof engineering projects, depending largely upon the project duration. For example, they found that“Integrators,” whose tendency is to ensure that the team works well on an interpersonal level, tendto be best suited for complex projects that require timely completion. Their results suggest thatdiscovery of a leadership style that is effective for the projects that we do in our courses may leadus to develop a leadership curriculum that teaches leadership in that style to achieve better courseoutcomes [14]. In this work we hope to solve this question in the inverse

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

incorporated leadership development programs into their curriculum, atboth the undergraduate and graduate level. Through a review of the 2018 U.S. News and WorldReport, Reyes et al. (2019) reported that the top 50 ranked universities all offered some form ofleadership development for their students.With recent updates to the Accreditation Board for Engineering and Technology (ABET)criteria, criterion 3, student outcomes, now include several outcomes that are relevant toleadership develop programs: (2) an ability to apply engineering design to produce solutions thatmeet specified needs with consideration of public health, safety, and welfare, as well as global,cultural, social, environmental, and economic factors; (3) an ability to communicate

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

2hires, leadership skills such as initiative, communication, interpersonal interactions, teamworkand engagement all become vital aspects of a well-rounded engineering hire (Hartman et al.,2017). Therefore now, more than ever, the success of university engineering programs in theirability to help their engineering students succeed in the job market rests on the curriculum andopportunities provided (Hartman et al., 2017). Building on an understanding that leadership canbe taught and learned, additional time needs to be allocated for leadership training. Hartmann etal. (2017) has already validated the importance of engineering leadership in the workplace, and itis important to gain an understanding of how leadership programs are structured along

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Leadership Development

theleadership outcome are summarized in Table 5. The three courses most commonly cited wererequired in the curriculum and included team projects. Only 20-30% of the students completingthe assignment had taken senior design, likely accounting for the low percentage of studentsciting the course as contributing to leadership. The professional issues course had not yetcovered leadership at the time of the curriculum mapping assignment, but students had beeninstructed that they could map it to the outcomes based on the syllabus, if they chose to do so.Some courses associated with the various minors with leadership components were also mappedby students to the leadership outcome. This included business courses, engineering managementcourses, and ROTC courses

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

existing codebook developed as part of a larger study by Ford et al. [27].The existing codebook was developed using both a priori coding and emergent codes from thequalitative responses of the interview data. Table 1 shows the part of the codebook used for thisstudy, which includes emergent descriptive codes from the qualitative responses and describesthe different types of students’ experiences during the capstone projects and in the workplace.The full codebook is provided in Ford et al. [27].Table 1. Coding categories of participants’ experience type and description Activity Type DescriptionWorkplace/Capstone The participant is describing an event or experience thatExperience or Event

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hyun Hannah Choi, University of Illinois at Urbana - Champaign; Selim Havan, University of Illinois at Urbana-Champaign; Charlotte Hathaway; Blake Everett Johnson, University of Illinois at Urbana - Champaign; Mattox Alan Beckman, University of Illinois at Urbana - Champaign; Yuting W. Chen, University of Illinois at Urbana - Champaign; Lucas Anderson, University of Illinois at Urbana - Champaign

Tagged Divisions

Engineering Leadership Development

to motivatethem to use their teaching duties as opportunities for professional development. Transitionalteachers tend to be competent and even passionate about teaching, but have professionalaspirations that are unrelated to teaching. They often also have difficulty developing astrong EDS identity. Miller et al. found that EDSs who possess identities ancillary to theengineering identity [student, GTA, researcher] still have a desire to do good research. Theirwork can result in positive societal contribution, helping them to develop deeper interest andautonomy in their work, which also reinforces their EDS identity. They recommend givingthe GTAs with a transitional teaching identity different teaching roles such as lecturer,curriculum

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean H. Lang, Pennsylvania State University, University Park; Meg Handley, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

and molecular biology approaches to the study of the skeletal response to mechanical loading. As a Mechanical Engineer, she worked on facility design projects involving mechanical systems that included heating, ventilation, air conditioning, and energy conservation systems, as well as R&D of air conditioning equipment for Navy ships. Additional research interests have included the investigation of relationships among components of the indoor environment, occupants, and energy usage. Specifically, the effects of the indoor environment on occupant health and well-being and in parallel, how socially-mediated energy-saving strategies can increase awareness of energy use and/or in- crease energy saving behaviors. Dr

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lawrence Holloway, University of Kentucky; Thomas Ward Lester, University of Kentucky; Joseph Anthony Colella, University of Kentucky College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

leadershipprograms in universities. As noted by Bayless and Robe, many engineering educators have beenresistant to include engineering leadership within the engineering curriculum, considering it a“soft skill, not relevant to the discipline,” and thus potentially redirecting resources orinstructional time from technical material [6].Another impediment in the development of programs on engineering leadership is the nebulousdefinition of the term itself. Although several authors have attempted to summarize thecharacteristics required of effective engineering leaders (see for example Farr, et al. [7,8] andGoodale [9] for early work), Rottmann, et al. showed that there is a lack of consensus ondefining engineering leadership among different professional cohorts