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

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Engineering Leadership Development

and move towards their desired future.The third learning environment is ILead:Grad, a student-led group that coordinates workshopsand events to foster a culture of leadership development. By working in a team and building ashared vision, students get the experience of collaborating with others to design initiatives,making decisions as a group, and leading in their community.We conclude the paper with a list of recommendations to support educators to createopportunities for graduate students to engage with leadership development.IntroductionEngineering graduate studies immerse students in a robust technical training that equips them tosolve complex problems and generate innovative solutions to scientific and societal challenges.In recent times

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

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Engineering Leadership Development

fellows to participatein small group discussions, attend a day-long symposium, and have the opportunity tostudy additional leadership topics 6 . The latest graduate leadership certificate program atMIT, launching in Spring 2020, has a hybrid requirement of both taking the course andattending a workshop 7 .History of Graduate Teaching Assistant TrainingTA training programs began appearing more frequently in the late 1970s and early 1980s 8,9 .Universities began to address the fact that although GTAs perform a crucial role in under-graduate education, they generally received little or no formal training as educators.There are three common models of TA training 10 . The first is a one- or two-day seminaror workshop, given once or twice a year to new

Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Fromel, Pennsylvania State University; Matthew Bennett; Lei Wei, ELIM program, Pennsylvania State University; Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park

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Engineering Leadership Development

needed [1-3]. In general, engineers are hired for theirability to apply mathematics, science, and engineering to solve complex problems [2-3].Historically, lack of leadership and personal skills is often the downfall for young engineers [2-3]. This is because, though the technical skills of engineers hold great value, personal skills areimportant for the maintenance of a competitive edge in the constantly changing and adaptingworld of technical developments [2]. Although it is widely agreed upon that engineers needleadership and management skills, engineering graduates continue to lack these skills [2], [4-7]. Currently, education in engineering leadership covers a very broad range of leadershipskills with little specificity [3], [8

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

assistant professor in the Department of Chemical Engineering and Ingenuity Labs at Queen’s University. Prior to starting his current position, Major (Retired) Hungler served in the Royal Canadian Airforce. His research is now focused on developing virtual and augmented reality for the next generation of simulation in education and training.Kaitlyn Brant, Queen’s University Kaitlyn Brant, BScE, MEng, is a recent graduate of Queen’s University. She has obtained degrees in both geological and mining engineering where she has most recently focused on the concepts of socially- conscious and socially-sustainable engineering. Kaitlyn believes that through education and leadership training, the next generation of engineers can

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

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Diversity

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Engineering Leadership Development

, Dr. Slaughter was named to the American Society for Engineering Education Hall of Fame and was the recipient of the society’s Centennial Medal. He received the UCLA Medal of Excellence in 1989, was elected to the Kansas State University Engineering Hall of Fame in 1990, received the Roger Revelle Award from the University of California, San Diego in 1991 and was named that institution’s Alumnus of the Year in 1982. Dr. Slaughter, a licensed professional engineer, began his career as an electronics engineer at General Dynamics and, later, served for 15 years at the U.S. Navy Electronics Laboratory in San Diego, where he became head of the Information Systems Technol- ogy Department. He has also been director of the

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 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

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Diversity

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Engineering Leadership Development

the University of California, Los Angeles, as well as an M.A. in Student Development Administration from Seattle University and a B.S. in General Engineering from Gonzaga University. His research interests include teaching and learning in engineering, STEM education policy, and diversity and equity in STEM.Mr. Brett Tallman, Montana State University By Brett Tallman, (Montana State University). I am currently a Masters student in Education, concurrently researching engineering leadership as part of my PhD program. My former adventures include mechanical engineering (I am a P.E. in MT), seminary, teaching (high school math), and biking. You can find more of my engineering education work at educadia.org or on my

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Nicholas Anthony Clegorne; Cassandra J McCall, Virginia Tech

Tagged Divisions

Engineering Leadership Development

the engineering field. Professional skills, such asleadership, are often ill-defined, complex, and misunderstood, leaving many faculty to place littleto no emphasis on these topics. Therefore, students tend to generally perceive technicalcompetencies as more valuable for emerging engineers, often positioning technical competenceas “real” engineering work; in turn, professional skills are typically perceived to be less valuableand not directly related to engineering [3].The paucity of leadership education in undergraduate engineering curricula points to deeperconcerns surrounding faculty training. Faculty in higher education typically receive little to noformal training to teach [6], making ill-defined competencies such as leadership difficult

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Jason Luchini; David J. Cribbs, Jackson; Dirk Joel-Luchini Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

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Engineering Leadership Development

modeling, Numerical Linear Algebra, microprocessors, artificial intelligence, sci- entific image analysis, compilers, exascale programing, and courses in program and algorithm analysis.Dr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and enhancing undergraduate education

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

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Engineering Leadership Development

. 13Discussion: Programming key challenges and proposed solutionsSince only the first of the courses have been launched (e.g., RCEL 100), this effort remains a“Work in Progress” until the first set of students graduate from the RCEL 2.0 degree certificate.Numerous challenges occurred and solutions to them are either being executed or have beenproposed. Some of the key challenges are cited below: (1) developing a completely integrated curriculum is one of the holy grails of engineering education since real-world problems are not conveniently segregated by topic; however, effective integration is limited by the difficulty of coordinating the concepts across different personnel and courses; (2) while the new curriculum was designed

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Christopher McComb, Pennsylvania State University, University Park; Julie Rojewski, Michigan State University; Astri Briliyanti, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University

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Engineering Leadership Development

Paper ID #27288Engineering Futures: Updating a Successful Professional Development Pro-gram to Address New ChallengesDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angie Moussa, University of Massachusetts Lowell ; Yanfen Li, University of Massachusetts Lowell

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Engineering Leadership Development

weeks where PMs learned about PM as a career option,engineering projects in general, different management styles, and the project lifecycle. In weekthree, PMs helped assign first-year students to teams based on goals, student availabilities, andworking styles. Starting week four, the PM course met once a week and course meeting times aretreated as business meetings where each PM gave an update on the status of their team andproject. The other weekly course meeting time was reserved for each PM to meet with theirteams. The PMs were responsible for goal setting, assigning tasks, resource management,running meetings, and conflict management. Throughout the semester, additional topics such as Gantt charts, goal setting, datamanagement, and

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

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Diversity

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Engineering Leadership Development

Indigenous peoples’ access to education. Prior to joining Indspire in 2018, Jamie worked at Engineers Canada as the Manager of Research. Here, she examined enrolment and graduation trends of engineering students, their school- to-work transitions and labour market outcomes. Jamie also focused on increasing Indigenous peoples’ access to and representation in engineering in Canada. While at Engineers Canada, she collaborated with ILead at the University of Toronto.Dr. Doug Reeve, University of Toronto Dr. Reeve is the founding Director of the Institute for Leadership Education in Engineering (ILead) (2010- 2018) at the University of Toronto. After a lengthy career as a consulting engineer he made development of personal

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Lupanow, Harvey Mudd College; Donald S. Remer PhD, PE, Harvey Mudd College

Tagged Divisions

Engineering Leadership Development

college’sprogram educational objectives [14], they need more explicit training incorporated into clinic.Based on the findings of this survey, the 2017-2018 clinic program has been enhanced to includemore explicit leadership training. This includes a new 75-minute-per-week leadership seminarrequired of all junior students enrolled in clinic. The seminar covers the importance of situationalleadership as well as topics such as communication, time management, project management,delegation, and behavioral styles. They perform group exercises and focus on project-basedlearning. The success of this additional leadership training in the clinic program will beevaluated based on questionnaires filled out by participating students at the start of the seminar,end of

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

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Diversity

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Engineering Leadership Development

creativity suggests that we reexamine ourcurriculum and assignments to try to make them more meaningful for students. A second themethat we expected to see relates to an increased understanding of the free enterprise system andhow businesses operate, because we touch on that topic in three of the five semesters. Theabsence of this theme may, however, be related to our analytical method. We note that 10students mentioned business lessons, but they did so generally and without describing anypersonal impact, so we did not include it as an impact theme.We also expected themes about relationships and community to be more prominent becausestudents often talk about these topics when describing the program. In our program, however,community and

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

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Engineering Leadership Development

, social responsibility, ethics, and diversity. c American Society for Engineering Education, 2018 Perceived Importance of Leadership in their Future Careers Relative to Other Foundational, Technical and Professional Skills among Senior Civil Engineering StudentsAbstractMany demands are placed on undergraduate students to possess a broad range of foundational,technical, and professional knowledge and skills when they graduate. Expectancy value theory(EVT) indicates that students will be more motivated to learn topics that they believe will beimportant in their future, due to utility value. Self-efficacy beliefs also contribute to learning.Given this framework, the research

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Harindra Rajiyah, California State University, Sacramento; Lorenzo M. Smith Ph.D., California State University, Sacramento; Susan L. Holl, College of Engineering & Computer Science, California State University, Sacramento

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Engineering Leadership Development

worked on his M.S. in Mechanical Engineering at Wayne State University, graduating in 1993. Following his long-term plan first seeded during his undergraduate years, Dr. Smith left Ford Motor Company in order to pursue a Ph.D. in En- gineering Mechanics at Michigan State University. After completing all required course work by 1996, Dr. Smith accepted a sheet metal formability analyst position at General Motors Corporation. While at General Motors, Dr. Smith completed his dissertation entitled ”Solid Finite Elements for Sheet Metal Forming Simulation” and graduated in 1999, earning his Ph.D. In early 2000, Dr. Smith joined Oxford Automotive in Troy, MI where he continued to refine his skills as a sheet metal

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Niño, Massachusetts Institute of Technology

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Engineering Leadership Development

important, but so too were several other stakeholders. These includedengineers in industry, engineering faculty, engineering school deans and administrators, scienceand technology faculty, ABET, employers in industry, and society as a whole. At the time, wedid not consider the specific needs of undergraduate versus graduate students, but I amdiscovering that there are meaningful differences among them in terms of curriculum design(same holds for educating professions from engineering and technology). This exercise ofprioritizing stakeholders is a strategic decision and I think considering “who is our customer”will help us strengthen our capacities for generating high quality publications.Three opportunitiesOne of the benefits of being an officer in

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

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Diversity

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Engineering Leadership Development

leadership program meant to them. Thesebooks were distributed to all participants of the reunion event. The responses in the book arelikely tainted by social desirability bias, since the participants knew the material would be sharedwith peers, so we are not focusing on the book responses in this paper. However, the bookstatements were a major motivation for the questions that we asked in the anonymous survey.The web-based survey is structured in three parts:  Survey Part 1: Participant Information: In the first part, the respondents were asked a series of informational questions around five topics including program graduation date, further education, current employment information, leadership experiences, leadership

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrienne Steele, Louisiana State University and A&M College; Warren N. Waggenspack Jr., Louisiana State University and A&M College; Joseph Learned Odenwald

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Diversity

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Engineering Leadership Development

universities [1], it’s important to examine all aspects and impacts ofthese programs on all students served. Over several years, it became apparent that the mentoringprogram had quite a positive effect on the mentors themselves as well as the protégés. Intriguedby higher graduation rates of former peer mentors, the researchers sought to discover andexamine the academic and social benefits peer mentors found by participating in this program. Arandom number generator was used to select twenty people from a list of all mentors who servedat least two years in the program (n=101) since 2010. Many of these mentors had graduated andworked in various engineering positions, while others were current students. Phone interviews ofeight current and former mentors

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Jeffery M. Plumblee II, The Citadel; Andrew Michael Erdman, The Pennsylvania State University

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Engineering Leadership Development

curriculum. The four initiatives include: 1. How to assist university administrators and faculty to understand the significant value of this new field in academia and practice 2. How to resource Engineering Leadership Education (ELE) programs, such as funds, facilities, and capable faculty and staff 3. How to effectively integrate within the curriculum, teach, and assess leadership development in engineering students from undergraduate to graduate to practicing engineers. 4. How to develop a framework/model that describes the diverse Engineering Leadership needs of companies across industriesAs members of the LEAD division, the authors sought to focus on strategic initiative numberfour. In an effort to begin

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Louisiana State University; Boz Bowles, Louisiana State University; Adrienne Steele, Louisiana State University

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Engineering Leadership Development

building networking skills, anotherimportant activity takes place each year to help participants’ work on theirpresentation skills. Students are broken into groups and given an assignment togive a presentation on a topic. Each student in the group is required to speak forat least 3 minutes. This semester, the freshmen, sophomores, juniors and non-graduating seniors will be giving a cultural-awareness presentation regarding achosen Chevron global site.In an effort to increase involvement between students and Chevron, students wererequired to attend a day-long tour in 2019 to two Chevron sites: a refinery inPascagoula, MS and a technical center in Covington, LA. Students were given asafety orientation prior to touring the refinery. They also had the

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meg Handley, Pennsylvania State University; Mihee Park, Pennsylvania State University; Ashley N. Patterson, Pennsylvania State University; John Jongho Park, Pennsylvania State University

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Diversity

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Engineering Leadership Development

, sustainability education, and psychological well-being. Particularly, he examines how possible future-self influences engineering students’ learning, academic motivation, and career trajectory. The major population he primarily focuses on is STEM undergraduate and graduate students. He has received extensive qualitative and quantitative methodological training in the area of educational psychology. He acquired a Bachelor’s of Science in Human Resources Management and a Masters of Educational Technology from California State University, Long Beach, and a Master’s of Program Evaluation and a Doctorate of Philosophy from the University of Texas at Austin. Prior to joining the Penn State University, he worked as a research fellow

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harold Ackler, Boise State University; Heidi Reeder, Boise State University; Abbey Louie

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Engineering Leadership Development

) with an organization’s culture or a specific position.Initial AssessmentPost-graduation, students were invited to complete a survey about their experiences in thesemodules and 12 out of the 16 students responded (75%). While this was a small, initial test of theimpact of the material, the feedback indicated which topic areas had the highest and lowestimpact on students. The survey consisted of some general questions regarding the value of theprogram, and some specific questions about particular modules. Both quantitative and qualitativemeasures were utilized. A copy of the full survey is available in Appendix A.Sample questions included “Now that the semester has concluded, how would you score yourteam’s performance on that specific goal? Not

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Novoselich, U.S. Military Academy; Russell P. Lemler, U.S. Military Academy

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Engineering Leadership Development

Paper ID #28810Military Leadership for Engineers: A Comprehensive Look at Leadershipfrom Army Doctrine to Engineering Course WorkLt. Col. Brian J Novoselich P.E., U.S. Military Academy Brian Novoselich is an active duty Army Lieutenant Colonel currently serving as an Associate Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy (West Point). He earned his Ph.D. in Engineering Education at Virginia Tech in 2016. He holds Master’s and Bachelor’s degrees in mechanical engineering from The University of Texas at Austin and West Point respectively. His research interests include

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

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Diversity

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Engineering Leadership Development

almost two generations, industry and some in academia have been calling for engineeringgraduates who are better prepared to immediately make a positive impact working on complexengineering problems [e.g. 1, 2-4]. These calls have often taken the form of highlighting the dearthof “professional skills” in engineering graduates, including communication and ability to work inteams . Over the last decade, with the impetus of the National Academy of Engineering (NAE)Grand Challenges, more are also calling for engineers who are prepared to lead, given theinterdisciplinary teams required to solve these problems. These calls have, in turn, led to greaterrecognition by engineering educators of the need for engineers who can lead. This recognition

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

leadership learningresearch, we generate a list of recommendations for engineering educators, industry leaders andengineering leadership researchers.Introduction: Reviewing the literature CoP (community of practice) styleLave and Wenger’s notion that workplace learning takes place in a Community of Practice (CoP)helped us characterize our collaborative literature review experiment as a simultaneous processof learning and professional socialization [4]. A summer reading group—initiated by ourDirector and Senior Research Associate—began with two objectives: 1) to generate a literaturereview for the next phase of our engineering leadership project and 2) to build cohesion in ourexpanding, interdisciplinary research team. We sent out invitations to five

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seema C. Shah-Fairbank, California State Polytechnic University, Pomona; Jeyoung Woo P.E., California State Polytechnic University, Pomona; Kenneth Lamb P.E., California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona

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Engineering Leadership Development

State University, San Luis Obispo in 2001. Prior to attending graduate school at Colorado State University (CSU) she spent 3 years working as a Design Engineer for RBF Consulting in Storm Water Management. Where, she worked on various flood control, hydrology and hydraulics projects. She is a Licensed Professional Engineer in the State of California. She completed her graduate studies in Civil Engineering at CSU with a MS in 2006 and Ph.D. in 2009, where she specialized in sediment transport and river mechanics.Dr. Jeyoung Woo P.E., California State Polytechnic University, Pomona Dr. Jeyoung Woo is an assistant professor in the Department of Civil Engineering at California State Polytechnic University, Pomona (Cal

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brett Tallman P.E., Montana State University, Bozeman; Werner Zorman, Harvey Mudd College

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Engineering Leadership Development

for more preparation in professionalskills amongst engineering graduates. In particular, leadership has emerged as an importantquality in new graduates as they engage with the workforce. This is reflected in current ABETstandards and the core goals of the National Academy of Engineering (NAE) Grand Challenges.Increasingly, higher education institutions are responding to these demands. For example, thereis an increasing number of engineering leadership development programs, as well as increasingresearch in the topic [e.g., 1, 2]. However, there is concern that these leadership programs maynot be contributing to leader development effectively. Moreover, without clear agreement (andmetrics) about what constitutes effective engineering leadership

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Werner Zorman, Harvey Mudd College

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Diversity

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Engineering Leadership Development

topic, no leader, no rulesThe T-Group method differs from other experiential learning methods in three major ways: a) a lack of discussion topics b) a lack of pre-defined rules c) a lack of a discussion leaderThis unconventional approach created on the one hand anxiety, disorientation, and frustrationamong most students during the first few T-Groups, but on the other hand, it forced the studentsto re-learn how they learn. Instead of relying on the educator to provide content and guidance,the group had to work out a myriad of issues on its own. Issues like how to get to know eachother, what to talk about, how to openly share one’s thoughts and emotions, what rules ofengagement to agree on, and how to improve one’s interpersonal skills, the

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

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Diversity

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Engineering Leadership Development

Paper ID #25598Counting Past Two: Engineers’ Leadership Learning TrajectoriesDr. Cindy Rottmann, University of Toronto Cindy Rottmann is the Associate Director of Research at the Troost Institute for Leadership Education in Engineering, University of Toronto. Her research interests include engineering leadership in university and workplace settings as well as ethics and equity in engineering education.Dr. Doug Reeve, University of Toronto Dr. Reeve is the founding Director of the Troost Institute for Leadership Education in Engineering (Troost ILead) (2010-2018) at the University of Toronto. After a lengthy career as a