Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

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Engineering Leadership Development Division

monitoring. He is actively engaged in K-12 outreach through sev- eral venues including Summer Ventures, high school STEM day, the N.C. Science Olympiad, a Math Science Partnership grant, volunteer work with a local literacy camp, Boy Scouts Robotics Merit Badge counseling, and teaching the science portion of VBS and children’s Sunday School at his local church. c American Society for Engineering Education, 2017 Development of Leadership Through Hands-On Learning Activities in a Flipped Microprocessors ClassroomElectrical engineering students often find microprocessors to be a challenging course since itinvolves learning to read lengthy datasheets and learning to program at the device

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Clinton Stephens, Iowa State University; Katherine Lynn Friesen, College of Engineering, Iowa State University

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Engineering Leadership Development Division

Paper ID #12047Building Piece by Piece: Teaching Engineering Leadership through Inte-grated ModulesDr. Clinton Stephens, Iowa State University Dr. Clinton M. Stephens is a lecturer for leadership education with the Carrie Chapman Catt Center for Women and Politics at Iowa State University. Currently, Stephens coordinates the Catt Center’s burgeon- ing leadership program and teaches classes in leadership development including CLPS 322, ”Leadership Styles and Strategies in a Diverse Society.” Stephens continues his research and dissemination work that focuses on student leadership development, specifically assessing

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roger V. Gonzalez P.E., University of Texas, El Paso; Richard T. Schoephoerster, University of Texas, El Paso; Jessica Townsend, Olin College of Engineering

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Diversity

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Engineering Leadership Development Division

education certification in math, science, or engineering at a K-12 level. • An engineering academic minor by using upper and lower level engineering core courses, engineering electives, and concentration electives. • An accelerated MBA and additional engineering coursework. (NOTE: The accelerated MBS program requires an extra year of study). • A non-engineering academic minor expanding upon the core engineering education. Examples include, Commercial Music, Foreign Language, Art, Military Science, and many more. • A combined accelerated MBA or a non-engineering academic minor combined with an engineering minor. (NOTE: Several courses beyond the 125 hours will be highly likely. Number of additional

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

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Engineering Leadership Development Division

-Operate), an innovative educational framework forengineering, also addressed the need for engineering leadership in their most recent syllabusupdate. The syllabus extension includes ten different learning outcomes related to Creating a Page 26.634.2Purposeful Vision and Delivering on the Vision5 (p.69).In today’s workplace, the knowledge and experience gained through engineering leadershipeducation is valuable to all engineers, regardless if they plan to pursue managerial roles. Themajority of engineering work is team oriented, thus engineers must be prepared to work on teamsand take initiative when solving technical problems6. Leadership skills

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Leadership Development Division

board certified coach with experience in developing 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. c American Society for Engineering Education, 2016 ‘Lion Leadership Lessons Video Series’ Delivering Engineering Leadership Fundamentals to a Broad AudienceAbstract Leadership skills are in ever-growing demand among companies who recruit engineeringgraduates. This need has been recognized in numerous studies and addressed in engineeringaccreditation standards1-9. Many universities struggle to find space

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

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Diversity

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Engineering Leadership Development Division

Paper ID #14416How are Social Media, Engineering and Leadership Related to One Anotherfrom a Student Perspective?Dr. Jed S. Lyons, University of South Carolina Dr. Jed Lyons is a Professor of Mechanical Engineering and the Associate Dean for Academic Affairs in the College of Engineering and Computing at the University of South Carolina. His passion is developing authentic engineering learning experiences for students from grades K through Ph.D. c American Society for Engineering Education, 2016 How are Social Media, Engineering and Leadership Related to One Another

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farah I. Jibril, Qatar University ; Bassnt Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Mazen O. Hasna, Qatar University; Mohieddine A. Benammar, Qatar University; Saud A. Ghani, Qatar University

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Diversity

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Engineering Leadership Development Division

instruments (HPLC, UV,TOC,GC, KF—etc.) and also monitoring drug shelf life through both accelerated and shelf life stability programs. After which started at GlaxoSmithKline Beecham Egypt in which i was a laboratory senior analyst an- alyzing all dosage forms as finished products dealing with all laboratory instruments with very good experience on HPLC and GC in addition of GLP and GMP knowledge, SOP writing and audits carry out internally then i was promoted to a section head of validation and quality assurance for the pharmaceuti- cal industry for both Lactam and non-Lactam areas in which i was responsible for sterile and non-sterile areas qualification, validation and periodic verification dealing with process

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alan R. Parkinson, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Randall Davies, Brigham Young University

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Engineering Leadership Development Division

, began in2005. It was natural that the new administration took some time to identify strategic directions itfelt would help prepare students for success in the 21st century and increase the visibility of thecollege.Concurrent with these deliberations, a report was released from the National Academy ofEngineering entitled, “The Engineer of 2020,” which discussed the forces acting on engineeringin the United States and what preparation engineers needed to be competitive in the globaleconomy.2 This report was accompanied by a number of credible voices and other studies whichsupported its conclusions.3,4,5 The report indicated that the skill set for engineers needed toexpand beyond analysis and technical skills to include leadership skills

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

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Engineering Leadership Development Division

dedicat-ed budget or ongoing, committed administrative financial support.Each facilitator has led or been a driving force on a change project beyond the department level.For example, one facilitator was part of establishing Rose-Hulman’s first freshman living-learning community, the Home for Environmentally Responsible Engineering (HERE), focusedon sustainability. Setting up this program required deep, ongoing collaboration among facultycolleagues in different departments, as well as professional staff in admissions, student affairs,and residential life; in two years, the program reached its capacity for student participation. As aleader on this project, the facilitator advocated for the program to administration, wrote grantapplications

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luisa Ruiz Mendoza, University of Texas - El Paso; Leonardo Orea-Amador, University of Texas - El Paso; Meagan R. Kendall, University of Texas - El Paso

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Diversity

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Engineering Leadership Development Division

Challenge. Particularly, participants prominently improved theirencouragement skills. Only the Challenge attribute displayed divergent improvements.Introduction Leadership traits are not always emphasized in the engineering curriculum of highereducation institutions. Once in college, if a student starts an engineering program, leadershipopportunities are typically only available through extracurricular activities or internships1. This islargely because traditional engineering programs are not able to accommodate specific coursesthat foster leadership traits in their degree plan. This lack of curriculum integration can often beattributed to the topic’s perceived complexity and the growth in the number of required corecourses that subsequently

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lynne Cowe Falls, University of Calgary; Robyn Paul, University of Calgary; Gord Aker P.Eng. PCC, Logical Leadership

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Engineering Leadership Development Division

with theopportunity to accelerate their leadership development and realise their full leadership potential. Thepower of the program comes from combining the practical leadership experience the students receive as aresult of their roles in various student societies and project teams with leadership training, mentoring andcoaching. This allows the students not only to learn new skills and knowledge but to apply and adaptthese elements in a real work situation all within the security of a safe learning environment.REFERENCES[1] Crawley E.F., Malmqvist, J., Ostlund, S., Brodeur, D.R., & Edstrom, K. (2014) RethinkingEngineering Education (2nd ed.). Springer.[2] Beyond Engineering. (n.d.). Retrieved June 26, 2014 from the Institution website[3

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tim G. Kotnour, University of Central Florida; Charles H. Reilly, University of Central Florida; John A. Selter, University of Central Florida

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Engineering Leadership Development Division

description of efforts to infuse leadership concepts into undergraduateengineering programs. There is a strong national push for enhancing the undergraduateengineering educational experience. A short overview of the need and current practices isprovided. A case study of the Engineering Leadership & Innovation Institute is provided. Adetailed concept of operations is provided. The mission is to create a burning desired andconfidence to create, innovate, collaborate and deliver world-changing solutions. This missionwas developed through a review of other engineering leadership institutes, review of theliterature, and guidance from industry. In the Engineering Leadership & Innovation Institute, aconcept of operations is being implemented which

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Jennifer Karlin, South Dakota School of Mines and Technology; Ronald R. Ulseth, Iron Range Engineering; Dan Ewert

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Engineering Leadership Development Division

Aalborg model,14 the core focus of the model isstudent-empowered development of technical and professional knowledge and competencies inthe context of industry-sponsored projects. The program is 100% project-based and does notutilize traditional courses. Through semester-long projects, students acquire the technical andprofessional competencies as part of their degree completion. Each required competency isdefined by a set of measurable outcomes; for each outcome, students are placed on a continuumfrom novice to expert. In the beginning of the first semester, students work with faculty toestablish individual starting points on each outcome. In this way, the learning model recognizeseach student's different starting levels and empowers all

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University

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Engineering Leadership Development Division

momentum in this area as shown by increasing research activity and, in 2014,developing a leadership-focused division of the American Society for Engineering Education(American Society for Engineering Education, 2014). Perhaps the most visible aspect of thismomentum is the establishment of engineering leadership certificates and minors through centersat universities throughout the country (Graham, 2009; Klassen et al., 2016). While theimplementation of these programs is a step forward, most programs tend to focus on leadershipas a set of skills or experiences bolted onto a traditional engineering education (Palmer, Birchler,Narusis, Kowalchuk, & DeRuntz, 2016). This approach does little to understand the morecomplete picture of how leadership

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sara Jansen Perry, Baylor University; Emily M Hunter, Baylor University; Ed Frauenheim, Great Place to Work Institute; Steven C. Currall, Southern Methodist University

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Engineering Leadership Development Division

toengage in the full process of commercialization, thereby gaining technical and leadership skillsrequired for an engineer in the twenty-first century workforce. First, departmental and university leaders must Coordinate the Network. A plethora ofexperts are required to successfully move an innovation through the pipeline from idea toapplication. For example, lawyers, venture capitalists, personnel from the office of technologytransfer, business school professors and alumni, and serial entrepreneurs can all help moveinnovations beyond the research laboratory. Students and faculty can both benefit from exposureto these experts as they design their own projects. Furthermore, they learn about how toeffectively navigate the innovation process

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Engineering Leadership Development Division

Makers design experiments and systems (b, c) solve problems (e),possess the ability to engage in life-long learning (i), and utilize techniques and skills toaccomplish goals (k).In order to achieve these goals educators may be able to apply Making opportunities to theengineering education curriculum. This can be achieved especially through project-basedlearning, a teaching method suggested in Educating Engineers: Designing for the Future of theField28. Design projects allow for students to integrate knowledge and develop skills28. Studentsoperating in self-managed teams would be able to develop leadership skills through operating invarious roles5. By taking on the typical role of “team lead” students are able to developleadership roles as

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Amadin Osagiede, Purdue University, West Lafayette

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Engineering Leadership Development Division

. Students wanted to know what traits or skillsdefined engineering leaders. The following questions highlighted students’ desires to identifyengineering leaders beyond the titles or positions that they hold but by defining engineeringleadership through traits and actions of engineering leaders. “What makes [the name of the engineer] a transformational leader rather than a transactional or task-oriented?” “What made [the name of the senior engineer] stand out as a leader rather than a manger?” “Is a leader defined by their actions or position?” “What makes an individual leader?”The final common theme identified from students’ assessment questions involved students’desires to examine the cases’ situations from multiple

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto; Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering, University of Toronto; Amy Huynh, Institute for Leadership Education in Engineering, University of Totonto

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Diversity

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Engineering Leadership Development Division

. Falkenburg, Donald R. (2005). Information technology in support of engineering education: Lessons from the Greenfield Coalition. In NAE (Ed.), Educating the engineer of 2020: Adapting engineering education to the new century (pp. 69-81). Washington, DC: National Academies Press.29. Gheorghe, Florin, Hodgson, Antony J, & Van der Loos, Machiel. (2013). Improving outcomes in student design courses through qualitative user research and contextual immersion. Paper presented at the Canadian Engineering Education Association Conference, Montreal, QC.30. Kerns, Sherra E, Miller, Richard K, & Kerns, David V. (2005). Designing from a blank slate: The development of the initial Olin College curriculum. In NAE (Ed

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Beth Lin Hartmann P.E., Iowa State University; Clinton Stephens, Iowa State University; Charles T. Jahren P.E., Iowa State University

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Engineering Leadership Development Division

) wasidentified as a professional outcome requiring proficiency in “knowledge, comprehension, andapplication” at the undergraduate level.4Researchers have reviewed the ABET (a) through (k) student outcomes, showing how leadershipknowledge, values, attitudes, skills, and abilities may be embedded into these outcomes withoutthe word leadership appearing in the ABET documents.6, 7, 11, 21, 26, 34 Others have focused onidentifying leadership competencies.20, 28, 29 While there is a clear effort to study and elevate theimportance of leadership development, as well as infuse leadership instruction and activities intoundergraduate engineering programs, Seemiller and Murray29 revealed that engineeringprograms contained the fewest “Student Leadership Competencies

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Carlson-Dakes, University of Wisconsin, Madison; Gregory W Harrington, Dept of Civil & Environmental Engineering, Univ of Wisconsin - Madison

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Engineering Leadership Development Division

. Tohelp frame a course of action at an institutional level, we must address a fundamentalquestion: Amidst continually decreasing budgets for public higher education, how can werespond to a growing need to educate future engineering leaders by: 1. increasing and diversifying our enrollments, Page 23.847.3 2. expanding our curriculum beyond familiar terrain of technical expertise to engage cross-disciplinary synergies we don’t yet fully understand,     3. shifting our pedagogical framework to be more effective, current

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Spencer P. Magleby, Brigham Young University

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Engineering Leadership Development Division

Environment” Team Leadership Experiences, 4) Senior ProjectCourses, 5) Leadership Lecture Series. The remainder of this paper provides longitudinalevolution of each of these elements throughout the last seven years as well as the motivatingfactors that precipitated evolutionary changes in each element and their current status.Freshmen Leadership IntroductionEstablishment of student awareness and expectations regarding the role of leadership in theengineering curriculum is accomplished during the freshmen year through direct interaction withthe college and the Weidman Center for Global Leadership. The college leadership trainingmodel and a motivational discussion of the attributes of engineers who will be able tosuccessfully address the challenges of

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, University of Oklahoma; Randa L. Shehab, University of Oklahoma

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Engineering Leadership Development Division

theresearch team was interested in learning how they understood leadership, not in evaluating theirperformance as leaders.The first author transcribed all the interviews. The original recordings were retained, making itpossible to review and correct the transcriptions as needed. Thematic interpretations wereproposed through an iterative process between the authors and refined through discourse with thelarger research team.CodingInterview transcription and analysis were performed using NVivo 10 for Windows, distributedby QSR International. The analysis followed a qualitative approach with both structured andinductive coding procedures.A limited set of a-priori codes was established, including a code for each interview question andumbrella codes for

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

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Engineering Leadership Development Division

and Innovation Management graduate program. Previously, Meg served as the Director of the Career & Corporate Connection’s office at the Smeal College of Business at Penn State University. Meg is a board certified coach with experience in developing students’ leadership and professional competencies through teaching and one-on-one coach- ing. She is most interested in developing student competencies in leadership to impact their successful transition to the workplace and career success.Dr. Dena Lang, Pennsylvania State University, University Park Dr. Lang is currently the Associate Director of the Engineering Leadership Research Program at Penn State University. She holds a BS in Mechanical Engineering from West

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mike Klassen, University of Toronto; Serhiy Kovalchuk, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto

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Diversity

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Engineering Leadership Development Division

research project and then we present ananalysis of our qualitative data through the lens of the conceptual framework and then use fourcase studies to bring the findings to life. We close with a discussion of the findings and someimplications for practice in both universities and the workplace.Literature ReviewThe scholarly field of engineering leadership is relatively new, and much existing researchfocuses on university-based programs and experiences. This literature review builds on threeother bodies of research: (1) General theories of engineering leadership in the workplace acrossall career stages; (2) Research on leadership in the hiring and recruitment of early careerengineers; (3) Literature on the socialization and workplace adjustment of

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Meghan Daly, James Madison University; Cairo Jahan Lakil Sherrell, James Madison University; Thomas Atcheson Ware; Diane L. Foucar-Szocki, College of Education, James Madison University; Justin J. Henriques, James Madison University

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Engineering Leadership Development Division

Page 26.539.1 c American Society for Engineering Education, 2015 Work in progress: Development of the James Madison University Undergraduate Engineering Leadership ProgramAbstractThe Department of Engineering (Madison Engineering) at James Madison University has asingle baccalaureate engineering degree program that is aimed at engaging students anddeveloping their engineering knowledge, skills, and values through a project-based curriculum.One recent development is the Madison Engineering Leadership (MadE Leadership) program.The engineering leadership idea grew from the first lines of the Harvard Business Review BlogNetwork June 7, 2010 article entitled “British Petroleum (BP)’s Tony Hayward and

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. S.. Shelley, California State University, Long Beach; Kenneth Wayne Santarelli P.E., California State University, Long Beach; Christopher R. Warren, California State University, Long Beach; Amelia Bahrami, California State University, Long Beach

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Engineering Leadership Development Division

experiences. Expectations forprofessionalism and leadership are set at an academic orientation, while personal professionaldevelopment and group dynamics are introduced during a cohort workshop. Personality andStrengthsFinder™ results exist for approximately130 incoming juniors in both mechanical andelectrical engineering. Only the mechanical engineering students have been observed throughsenior design class and graduation. Assigning senior design project groups, rather than allowingself-selection, is another tool used to develop leadership within the cohort learning community.Over the span of six senior design courses with a total of 50+ mechanical engineering majors,students have been exposed to leadership development through group dynamics

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, The University of Oklahoma; Rui (Celia) Pan, Toyota Financial Services

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Engineering Leadership Development Division

and organizations. Journal of College Student Development, 41, 3, 335–346.[2] Bolton, R., & Bolton, D. G. (2009). People Styles at Work and Beyond, 2nd ed. New York: AMACOM.[3] Allen, K. E., Stelzner, S. P., Wielkiewicz, R. M. (1998). The ecology of leadership: Adapting to the challengesof a changing world. The Journal of Leadership Studies, 5, 2, 62–82.[4] Wielkiewicz, R. M., & Stelzner, S. P. (2005). An ecological perspective on leadership theory, research, andpractice. Review of General Psychology, 9, 4, 326–341.[5] Bilán, S. G., Kisenwether, E. C., Rzasa, S. E., & Wise, J. C. (2005). Developing and assessing students’entrepreneurial skills and mindset. Journal of Engineering Education, 94, 2, 233–243.[6] Thompson, M. D. (2006

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

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Engineering Leadership Development Division

ishighly invigorated by sharing their personal experiences with the students. If they are willing toshare their life and leadership experiences with the students, many positives can occur and leavea lasting impression on the students.The combination of a group of eager future leaders interviewing a seasoned leader who wants toshare “real world” experiences and help further knowledge of leadership makes for an ideallearning experience. It surpasses any learning the students could gain through reading, asmentioned in numerous end of class surveys. However, it is important to remember that speakersshould be scheduled to meet with seminar class only after readings, discussions, and otherpreparations have been made to assure the students are prepared

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Louis, Purdue University; Amadin Osagiede, Purdue University, West Lafayette; Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Benjamin Ahn, Massachusetts Institute of Technology; Karan Sharma, Purdue University

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Engineering Leadership Development Division

and professional devel- opment for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learn- ing science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.Dr. Benjamin Ahn, Massachusetts Institute of Technology Benjamin Ahn is a Postdoctoral Associate with the MIT-SUTD Collaboration Office at MIT. His research interests include identifying effective mentoring skills in higher

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto

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Diversity

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Engineering Leadership Development Division

Canada published a similar policy paper—Leading a Canadian future: The newEngineer in Society, to support leadership and professional skills education in Canadian facultiesof engineering 3. These two national calls for change have been formalized through learningoutcomes (graduate attributes) generated by the Accreditation Board for Engineering andTechnology (ABET) in the United States and the Canadian Engineering Accreditation Board(CEAB) in Canada 1, 2, 7. While engineering practice has historically blended technical,communication and interpersonal skills 8-12, the recent era of accountability in higher educationhas marked these competencies as legitimate features of engineering education.An increasing number of professors, instructors and