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

thefrequency of keyword clusters from the student responses and provides a visual representation ofcommon words. We developed in-class instruction to guide students in areas of leadership,teamwork, communication, and deadlines based on student responses to the SLR.Course Embedded LessonsThe instructors engaged with students throughout the semester on the importance of teamworkand leadership. That is, they provided students with instructions on how to interact during smallgroup working sessions and encouraged students to interact with their peers outside theclassroom environment. In addition, a short lesson (2 to 3 mins) on how to work effectivelytogether was provided each time students were working with their teams. Specifically, thelessons focused on

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

prior to college [38], and the engineering leaders they will meet as theyprepare to become practicing engineers will mostly be White and male. This reality has led to thepromotion of increased focus on community engagement for engineers [39].First generation students, who are disproportionally from underrepresented racial and ethnicminority backgrounds, will be even less likely to know an engineer before college. Fortunately,leadership opportunities for these students can increase their familiarity with academic culture,raising their academic aspirations [40]. Finally, interactions with influential mentors and advisors,which contribute to leadership identity development [30], have demonstrated mixed effects onfirst-generation students, in terms

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

his work with engineering students for twenty-five years. In 2002 he established Leaders of Tomorrow, a student leadership development pro- gram that led to the establishment of ILead in 2010. He is also a Professor in the Department of Chemical Engineering and Applied ChemistryMr. Mike Klassen, University of Toronto Mike Klassen is the Assistant Director, Community of Practice on Engineering Leadership at the Insti- tute for Leadership Education in Engineering (ILead) at the University of Toronto. He runs leadership programs for engineering students and professionals; and supports learning across university programs through the NICKEL initiative in Canada. Mike is a PhD student in Higher Education at the Ontario

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

information to assess coaching efficacy. For example, it would be interesting tofurther investigate the perceived differences in growth between female and male participants.More participants and more complete data is needed to further investigate this difference.Future research could also include a larger number of participants over a longer period of time.Many coaching engagements last at least six months, so the time between assessments may nothave been long enough for participants to recognize growth.In summary, coaching seems to have had a positive impact on the undergraduate engineeringleadership students and recent graduates, and it is a relatively easy practice to introduce, butfurther research is needed to better quantify the

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth Lamb P.E., California State Polytechnic University, Pomona; Werner Zorman, Harvey Mudd College; Alicia M. Kinoshita, San Diego State University; Natalie Mladenov, San Diego State University

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Engineering Leadership Development

effective communication, emotional intelligence, conflict resolution, and customer service excellence. It was during those five years when he realized that supporting young professionals with their leadership development is his life calling. He decided to leave corporate business and accepted a position at Cornell’s College of Engineering. During the last years, Mr. Zorman has focused on the design and implementation of a course using a student-led laboratory method which supports the development of authentic leadership skills.Dr. Alicia M. Kinoshita, San Diego State UniversityDr. Natalie Mladenov, San Diego State University Dr. Natalie Mladenov is an associate professor and William E. Leonhard Jr. Chair in Civil

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

meaningful relationships. 10 Community I felt encouraged and supported by others in a way that 8 helped me grow.Appendix B includes specific quotes from portfolios that we categorized in each impact theme.DiscussionMost Meaningful Activities/ExperiencesSeveral things stand out to us in the data. First, we were surprised by the number of differentactivities or experiences that the students listed as being most meaningful to them, and that noactivity or experience was listed by more than 11 students. This suggests it is unlikely that wecan plan any one activity that will be meaningful to an entire cohort of students, and thatincluding a diverse group of activities will make it

Conference Session

Poster Session - Engineering Leadership Development Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas at El Paso; Diane Elisa Golding, University of Texas, El Paso; Melissa Stearns; Daniel Santiago Torres, University of Texas, El Paso; Alejandro Rodriguez, UTEP Academic Technologies; Fernando Monroy, The University of Texas at El Paso; Sabastian Moncayo

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Engineering Leadership Development

assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing how those skills impact the current project in real-world ways that people can understand and be involved in. As part of a university that is focused on supporting the 21st century student demographic he continues to innovate and research on how we can design new methods of learning to educate both our students and communities on how STEM and STEAM make up a large part of that vision and our future.Celena Arreola, American Society for Engineering Education Celena Arreola graduated on May 13, 2017 with

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

changes at all levelsof education in serving such diverse students, particularly in the classroom. Speaking to theSTEM fields specifically, Garvin-Hudson & Jackson [17] emphasized that the increasingdiversity in today’s schools also makes it imperative that science classrooms adjust to meet theireducational needs. STEM fields are expected to have considerable growth that will impact theeconomy. Despite demands by stakeholders and federal investment to diversify studentpopulations entering STEM fields, reaching and engaging students from marginalizedcommunities continues to be challenging. Part of the problem in engineering education is thefocus on attracting diverse students and the lack of focus on retaining and making engineeringprograms

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

generally and how they appraise their confidence in theirown leadership skills. Emerging research indicates that they place high significance on suchleadership-related skills as teamwork and communication but a lower significance on leadershipitself than on problem-solving, ethics, and technical skills (Bielefeldt, 2018; Passow, 2012).While this research contributes to our general understanding of the extent to which engineeringstudents perceive leadership skills to be important to the engineering profession, it has fallenshort of disaggregating data across demographic and academic variables, thus running the risk ofhomogenizing engineering students. Further, the research rarely examines the relationshipbetween two distinct measures—the extent to

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

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Engineering Leadership Development

to work in cross-functional team or methods to address development of such skills, butnot specifically engaged in a cross-functional or multi-disciplinary teaming efforts. For thepurposes of this paper, we refer to only six works [3-8] that substantially either reference theenormity of literature on why engineers need such skills or they present cited contributions to theunderstanding of the needs for engineering students to learn to work with other disciplines inbusiness environments. While there are dozens of other relevant works, these works [3-8] wereused, along with input of alumni, as the basis for the justification for the launch of this program.Additionally, there are a number of published works describing methods of

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

a series ofonline essays, providing the researchers narratives from three questions regarding their owntransition into college, their role as a peer mentor, and the role of retention initiatives. Thesecond phase was a series of group interviews with four to seven participants engaging in a sensemaking session on their collective experience. The authors found a number of positive themesemergent in their two-phase study. Peer mentors mentioned that serving as a mentor providesthem with a structure of opportunity, specifically that they gained a sense of identity anddeveloped group norms. The participants mentioned a sense of community, in which mentors, inaddition to developing lower-year students, helped one another’s student development

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

focused on the design and implementation of a course using a student-led laboratory method which supports the development of authentic and courageous leaders. American c Society for Engineering Education, 2021 How Do Human Interaction Labs Contribute to Engineering Leadership Development?AbstractThis paper outlines the impact of a small group experiential learning course (Human InteractionLab) that cultivates authentic engagement between participants. Unlike many experientiallearning environments, this course is fundamentally learner-centered, where students designateboth the content of discussion and the norms that dictate

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

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Diversity

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Engineering Leadership Development

Paper ID #25320Leaders as CoachesDr. Meg Handley, Pennsylvania State University, University Park Meg Handley is currently the Associate Director for Engineering Leadership Outreach at Penn State University. Previously, Meg served as the Director of the Career & Corporate Connection’s office at the Smeal College of Business at Penn State University. Meg completed her PhD in Workforce Education at Penn State, where she focused on interpersonal behaviors and their impact on engineering leadership potential. Meg is a board certified coach with experience in developing students’ leadership and professional com

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

realized theimportance of communication, both in frequency, modality, and content. Second, studentsrealized the importance of organization and time management. Lastly, they realized the impact oftheir leadership style on team dynamics and workflow. These findings directly match the skillsthat companies are looking for and give students a unique experience in a promising career. Ananalysis on the influence of these PMs on first-year students’ teamwork experiences can befound in reference [26]. Future work is needed to measure the development of students’leadership skills in a more quantitative manner and analysis is needed in understanding theimpact of this course on students’ complex problem-solving skills and solution construction inaddition to

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

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Diversity

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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

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

the constructs of interest. Specifically, this data setenabled testing hypotheses related to the impact an engineering identity has on students’ leadershipself-efficacy, while controlling for the impacts of a large number of other variables. Through thisinvestigation, this work adds to the engineering leadership education communities understandingof the relationship between an engineering identity and the kinds of leadership outcomes many inthe community are interested in developing.Data Source and SampleThe data for this study were taken from the 2013 College Senior Survey (CSS), an annual, nationalsurvey of college students administered at the end of their fourth year of college by the CooperativeInstitutional Research Program (CIRP) at the

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

students’ leadership and professional com- petencies through teaching and one-on-one coaching. She is most interested in developing student knowl- edge of leadership to impact their successful transition to the workplace.Dr. Jeffery M. Plumblee II, The Citadel Dr. Jeffery Plumblee is an Assistant Professor in the Department of Engineering Leadership and Program Management (ELPM) in the School of Engineering (SOE) at The Citadel. Dr. Plumblee earned his BS in Civil Engineering at Clemson University (2008), Masters in Civil Engineering at Clemson University (2009), Masters of Business Administration at Clemson University (2013), and Doctorate of Philosophy in Civil Engineering at Clemson University (2013). Dr. Plumblee’s

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

and engineers’ career paths, we introduce the situatedlearning perspective that grounds our work and present our findings in two parts. Part onecharacterizes six discrete paths—1) Company man, 2) Technical specialist, 3) Boundary spanner,4) Entrepreneur, 5) Social impact change agent, and 6) Invisible engineer, and part two identifiessalient leadership learning experiences that correspond with each path. We conclude bydiscussing the implications of our findings for engineering leadership educators.Literature review: Engineers’ career paths as a site for leadership learningOur literature review touches on two discrete bodies of research—one addressing engineers’leadership learning opportunities and another highlighting engineers’ career paths

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

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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

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hwangbo Bae, University of Florida; Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

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Engineering Leadership Development

professional. In particular, there has beenan increasing industry expectation for leadership competencies as the nexus of professional andtechnical skills [3], [4]. For example, Simmons et al. [5] identified a set of leadershipcompetencies from the perspective of industry professionals that included communication,assertiveness, quality control, computer skills, critical thinking, ethics, people focus, andmanagement. These competencies have also been shown in other work to be important forengineering students’ leadership development and career preparation [4], [6], [7]. Leadershipdevelopment is particularly important in the workplace when an employee needs to improve ateam’s affective and behavioral outcomes [8]. These outcomes are dependent on an

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 reflective writing to deepen their personallearning. For example, on a trip to a toy store, students are encouraged to reflect on their innerchild and reconnect with the spirit of play. Similarly, on a trip to a cemetery, students engage inguided reflection on life’s fleeting nature and how they want to spend their time. Weekly, team-based activities and conversations help students connect with each other and build a sense ofcollective growth and community. Engineering concepts like balance, flow, feedback, amplitude,dynamic equilibrium and others are used to explore the ways a student’s technical knowledgecontributes to deep understanding of happiness. This challenges students to explore happiness asit relates to their own personal

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

since theirgraduations. We also consider evidence of the alumni’s engagement in and support of thecollege as one measure of civic and professional engagement, one of the objectives of theprogram.IntroductionThe general goal of an engineering education is to provide students with the knowledge andskills necessary to operate effectively as an engineer. The main emphasis, of course, is ontechnical knowledge and skills, including problem-solving abilities. ABET engineeringaccreditation goes further and requires that the engineering education include ethics andprofessional skills, such as communication and the ability to work in multidisciplinary teams [1].However, leadership skills historically have been overlooked in undergraduate

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

: • participants are engaged in building and sustaining a learning community focused on the development of each member (also emphasized by Baron in his study about developing AL [18]) • student-centered experiential learning experience [19] • research-grounded continuous program developmentThe author agrees with Eich’s findings whole-heartedly and argues that in addition to thoseattributes the role of emotions must also be considered when designing an ALD program.Jennifer M. George [20] suggests that “…feelings play a central role in the leadership process.”and de Vries [21] points out in his study about transformational education programs, that“cognitive and emotional processes need to be taken into consideration to create changes

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michele Norton, Texas A&M University; Behbood Ben Zoghi, Texas A&M University

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Engineering Leadership Development

the very personal journey of developing transversal skills. Participants in this study are 29 students enrolled in an undergraduate course onEngineering Leadership at a Tier 1 University. The course has an intentional focus on theawareness of both the technical and transversal or non-technical skills needed to be competitiveas leaders in the engineering field. As part of the leadership development, students engage inself-assessment, learning modules, coaching, reflection and experiential learning adventures thatare designed to build their self-awareness and the transversal skills related to being an effectiveleader. Lessons learned from the self-assessment (EQ-I 2.0) and course material are immediatelyapplied in their personal and

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

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Engineering Leadership Development

/awareness of leadership in industry influencefaculty perceptions regarding the location - or absence - of teaching leadership withinundergraduate engineering curricula?Similarly, as another negative case, a faculty member expressed their view of an unwarrantedrole of leadership in engineering curricula. In response to item A1 (i.e., appropriate assessmenttechniques), the participant stated, “Leadership should be assessed by other leaders and not partof the grade for a course. Grades (in the current culture of students) do not resonate with'leadership'. The closest one should get to a grade is through specific communication aspects ofcourses.” In the faculty’s response, they state that “leadership should be assessed by otherleaders, (emphasis added

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

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Diversity

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Engineering Leadership Development

learning, inquiry-based laboratory instruction, and any ini- tiative that empowers students to do hands-on learning. Additional service interests include teaching and leadership training for graduate students, enhancing communication education for undergraduate en- gineering students, developing evidence-based design project team formation strategies, and improving engineering design curricula.Dr. Molly H Goldstein, University of Illinois at Urbana - Champaign Molly H. Goldstein is an engineering design educator and researcher at University of Illinois, Urbana- Champaign. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental

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

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Engineering Leadership Development

ones is the senior year capstone design courses which aredesigned to engage students in various learning opportunities including technical knowledge andprofessional skills. In these courses, students actively engage in solving ill-structured problemsand communicate their understanding effectively in different teams allowing them to developskills that are essential in building leadership capabilities and confidence among engineeringstudents [7]–[9].According to a study on self-reported leadership for undergraduate engineering students, studentsreported strong relationship of curricular emphases including core engineering thinking,professional values, professional skills and broad and systems perspectives with the developmentof leadership skills

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

years earlier. The College ofEngineering at the institution increased its focus on leadership during this time, similar toengineering education as a whole. Students commonly identified four required courses in thecivil engineering curriculum that contributed to their leadership knowledge and abilities, as wellas an array of co-curricular and extracurricular activities. The overall impact appears to be aclimate that fosters feelings of the importance of leadership for engineers.Instructors who are engaged in teaching leadership may wish to consider educational theoriessuch as Expectancy Value Theory to undergird their teaching practices. Based on EVT aninstructor can work to ensure that students are aware of the intrinsic utility value of

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

opportunities toapply their learning in a team context.Module 1: Emotional intelligence (fall, week 2)The goal of this module was to provide students with a foundational understanding of emotionalintelligence, including the four primary EQ skills [13], the ways EQ impacts performance [13],and related neuroscience. Application of EQ skills were practiced through use of the DISCbehavioral model [14]. After individually completing the DISC assessment prior to class, resultswere debriefed during class as a means to increase awareness of self and others.Module 2: Effective communication (fall, week 3)The goal this module was to build on concepts learned in module one, including EQ and theDISC assessment, and focused on effective communication. Through a

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ronald J. Bennett F.ABET, University of St. Thomas; Eugene Joseph Audette, University of St. Thomas; Elaine R. Millam, WorkWise Coaching & Consulting; Alanna K. Moravetz JD, Alanna Consulting LLC; Sheryl Niebuhr, University of St. Thomas and Sheryl Niebuhr Consulting LLC

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Engineering Leadership Development

and monitor thestudents in the LLL Series has been conducted, attempting to understand overall, long-termresults of the process over time. The survey attempts to document the outcomes of their learningand leading plans, leadership impacts in their respective organizations and their growth as aleader in their communities.CONTEXT – DESIGN OF THE COURSE SERIESWhile the concepts of leadership can be learned in class, actually putting these concepts intopractice takes time. In some respects, these concepts are simple, but they are not easy to masterin practice. Since students were typically in the master’s program for several years, theleadership development course was designed as three one-credit courses, spread over three years.This approach