Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kirsten S. Hochstedt, Penn State University ; Andrew Michael Erdman, Pennsylvania State University; Richard John Schuhmann, Gordon–MIT Engineering Leadership Program

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Engineering Leadership Development Division

things in theworld.”). The literature for undergraduate engineering student self-efficacy in venture creationindicates the critical role played by curricular authenticity: clear value to the curricular material;meaningful performance feedback by the instructor.16 There may be opportunities for leadershipeducators to learn from the entrepreneurship literature with respect to effective pedagogy.Positive mean differences were achieved for all 65 core items on the survey. The three itemswith the least mean difference were Item 7 (“If there is an in-class topic that I am not aware of, Ifeel the pressure to learn that topic.”), Item 31 (“I am aware of what I know and what I do notknow.”), and Item 43 (“I am likely to try my best in what I do.”). These

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

compare the statedobjectives and learning outcomes of engineering leadership programs9.Engineering leadership programs described in the literature range substantially in theirfocus, delivery channel, and pedagogy. Three recurring foci are entrepreneurship andinnovation10-11, personal and professional growth12-14, and global citizenship15-17.Delivery channels include integration into core courses18, smaller cohorts11, curricularminors19-20 and co-curricular programs21-23. Pedagogical strategies range even morewidely from direct instruction24-26 to problem-based learning27 to case studies28-30.The extent to which these strategies support the development of successful or sociallyresponsible engineering leaders has not yet been determined in any

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yazmin Montoya, LEAD; Aaron Eduardo Pacheco Rimada, University of Texas, El Paso; Erwin Ignacio Delgado, Univerity of Texas, El Paso ; Isaiah Nathaniel Webb; Meagan R. Kendall, University of Texas, El Paso

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Engineering Leadership Development Division

the final project. In order tosuccessfully teach the course, Mavericks developed their individual capacity as leaders by goingthrough these different topics and gain the skills necessary to teach to the incoming students.While the class itself encouraged students to gain a variety of competencies, from presentationskills to business practices and engineering principles, student teachers too had to becomeeducated on pedagogical practices as well as the material in the course. While the lessons given to the students introduced the idea of innovative thinking, thetrue measure was the final Entrepreneurship Project. The objective of the project was to take analready existing product and/or materials and bring new value by creating an

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

. Page 26.634.3Summary of Engineering Leadership Programs ReviewedInitially a list of over 40 engineering leadership programs was compiled, which was reduced downto the final eleven programs that were included in the review, as summarized in Table 1. The threemain criteria for reduction and the associated rational are described in the following paragraphs.Firstly, only programs whose main focus was leadership were analyzed. Some programs in theinitial list were focused in other areas, such as project management or entrepreneurship, with amodule on leadership. Secondly, the programs had to be based out of the engineering faculty orspecific to engineering students. There are many leadership development programs available thatare general to the

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Reginald DesRoches, Georgia Institute of Technology; Susan E Burns P.E., Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology; Janille A Smith-Colin P.E., Georgia Institute of Technology; Wes Wynens, Georgia Institute of Technology; Lisa Gail Rosenstein, Georgia Institute of Technology

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Diversity

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Engineering Leadership Development Division

students to be leaders in industry, academia and government (Objective 1)  Ensure innovation, entrepreneurship and public service are fundamental characteristics of ISYE graduates (Objective 3)  Expand ISYE’s global footprint and influence to ensure that it is graduating good global citizens (Objective 4) Mechanical Engineering (ME) Strategic Plan (2010 - Present) (6)  Develop a flexible curriculum with breadth beyond engineering, requiring fewer courses while ensuring mastery of core engineering classes and foundational sciences, developing leadership skills, emphasizing interdisciplinary collaboration, communication, and student responsibility for configuring

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, The Landing School; Andrew Michael Erdman, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Dean H. Lang, Pennsylvania State University, University Park; Jeffrey G. Soper, Montreux School of Business; Donald H. Horner Jr., Jacksonville University

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Engineering Leadership Development Division

creation of a “CreativityMinor”. A cross-college committee was formed and the focus changed from creativity andinnovation to leadership, specifically leadership for engineers. The minor would help studentsdevelop the essential leadership skills necessary in engineering, including project management,working in teams, communication skills, global awareness, green engineering, and professionalethics.11 In 1995 the Plan was crystallized by the proposal for an Engineering LeadershipDevelopment Minor (ELDM) consisting of courses in leadership, organizational and businessskills, entrepreneurship, and a capstone course in science, technology and public policy.12Creativity and innovation, although the original focus of the proposed Minor and

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven W Klosterman, Northeastern University

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Engineering Leadership Development Division

incubatingcommercial ties3. Notably it’s been identified a critical skill in entrepreneurship and innovationprograms4. Yet, when engineering students entering GIEL are polled about networking, evenwith experience with social networks like Facebook, Twitter, Linkedin, et al, over 50% say theyare cautious about actively networking within their companies or industries, due to it seeminginsincere, manipulative and/or political in nature.5.1 An essential skill for the technical professionalThe results of a Michigan State 2009 survey5 of major industrial employers identified 12professional skills deemed essential for success in today’s organization by those surveyed.Among them: communicating effectively, acquiring knowledge and navigating acrossboundaries

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

differential effects of the instructors’ approaches.BackgroundCourse description. The course examined for this study is taught through a combination ofmethods, including directed readings, classroom discussions, activities, reflective writing, andpresentations by guest speakers. Students in both sections learn about self-management, values,centralized and decentralized organizational structures, the leadership vs. management debate,implicit bias, women in leadership, and creating a culture of participative decision-making.Guest speakers from a range of industries and levels of experience present to both sections andhave lunch with students. The students’ learning culminates in a team project.Instructor A’s section emphasizes class discussion

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

validation, cleaning valida- tion and finally was assigned as GSK sterile area expert dealing with sterile area validation(air system, facility design, tunnel and autoclave qualification, sterile process validation, sterile cleaning validation) in addition of the quality assurance activities of products release, out of specifications handling and drug store auditing.Dr. Mahmoud Abdulwahed, Qatar University Dr Mahmoud Abdulwahed has completed BSc (Syria), MSc (Germany and Sweden), and PhD (UK) degrees in electrical, control and systems engineering. He has multidisciplinary research expertise is in e-Learning, engineering/STEM education, and leadership & entrepreneurship; He is also interested in organizational

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Agnew Trevey, Marquette University; Andrea L. Gorman, Marquette University; Kristina M. Ropella, Marquette University

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Diversity

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Engineering Leadership Development Division

program, students will have a concentration in engineering leadership notedon their transcript.Formal coursework is designed specifically for undergraduate engineering students. The coursesexplore topics including: self-awareness and emotional intelligence, leadership styles andtheories, servant leadership, team dynamics, motivating and guiding others, diversity in theworkplace (cultural, gender, etc.), communication, conflict management, ethical leadership,leading change, leading technology and innovation, market analysis, product development,entrepreneurship, and strategic and financial planning.A variety of assessment methods were employed in the first year. A pre- and post-testleadership inventory was administered to students to during the

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

occur at aclassroom level by encouraging cross-disciplinary class projects. For example, professors mightassign a team project involving negotiation of the intellectual property rights of a newtechnology, in which engineering students are paired up with students in an entrepreneurship ormanagement class. We provide more details on this interdisciplinary focus in the next pillar. Finally, we emphasize the need to teach students to Persist. In contrast to short-term classprojects, real-world innovation often takes years and involves many detours. Likewise, itinvolves long-term personal development in both technical and leadership realms. Engineeringschools might reinforce these ideas through long-term portfolio development, which continues

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

the program also awards students a minor inengineering leadership that is recorded on their transcript. To earn a minor in Engineering Leadership, students are required to complete a set ofengineering leadership core classes and other engineering and/or non-engineering coursesoffered across the University by various departments and colleges and representing one of fourconcentration areas. The curriculum for the engineering leadership minor is comprised of sixteencredit hours consisting of core and elective courses: Seven credit hours of core courses and ninecredit hours consisting of elective courses of their choosing. Three engineering leadership coreclasses ((1) Engineering Leadership Development, (2) Portfolio for Experiential

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

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Engineering Leadership Development Division

assistant in first-year engineering classes and as a graduate assistant for Purdue’s Sum- mer Undergraduate Research Fellowships (SURF) program and Purdue’s Minority Engineering Program (MEP). Page 23.1011.1 c American Society for Engineering Education, 2013 Purdue University’s Engineering Leadership Program Addressing the Shortfall of Engineering Leadership EducationAbstractEngineering leadership education should lie at the intersection of theoretical conceptualizationand practical implementation; an experiential education in other words. Engineering studentsshould be

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

course, which workedtogether on the assignments and on in-class group work throughout the semester. The teamswere formed by the instructor using the criteria that each member of a team was enrolled inanother course with one or more of the other team members. In some cases, all team membersshared a course together outside of ENCP 101. The primary intent was to help students developstudy groups outside of class and promote student success in general, as opposed to someconsideration specific to this study.Course DescriptionENCP 101 is a 3-credit course and is the first required engineering course in the undergraduatemechanical engineering curriculum at the University of South Carolina, a large public universitythat has earned the Carnegie

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew C. Hurt, Purdue University, West Lafayette; Robert C. Deadman, Ivy Tech Community College; Jenny Daugherty, Purdue University, West Lafayette; Daniel O. Lybrook, Purdue University, West Lafayette

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Engineering Leadership Development Division

a collaborative educational pathway for the technology leadersof tomorrow.IntroductionOver the last few years, there have been several reports documenting the need for improvingSTEM education and advancing a national innovation strategy. In 2009, the National EconomicCouncil published a report entitled A Strategy for American Innovation: Driving TowardsSustainable Growth and Quality Report that outlined three broad-based strategies: (a) investmentin the building blocks of American innovation; (b) promotion of competitive markets that spurproductive entrepreneurship; and (c) catalyzing breakthroughs for national priorities. One of thebuilding blocks specified in the report is educating the next generation with 21st centuryknowledge and

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B. Knight, Virginia Tech Department of Engineering Education

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Engineering Leadership Development Division

students, however, faculty and programsdisagree on the best method for implementation 15-17 or ignore its development.7 A small numberof colleges and universities have developed programs that include leadership in their curriculume.g. 11; 14; 18; in their comparison of the Robe Leadership Institute Model to other leadershipprogram models, Bayless, Mitchell, & Robe 19 identified seven other programs that did so. Theseexamples are only a small fraction of the 300-plus ABET accredited engineering colleges anduniversities across the United States. Small sample qualitative studies of faculty have shownthat faculty perceive leadership development as a by-product of student in-class teamingexperiences, co-curricular activities e.g. 15; 16 or deferred

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

willtake a series of classes covering engineering design, leadership, ethics, and innovation. Both theminor and certificate will end with an engineering leadership capstone course. This capstonecourse provides the student with an opportunity to develop their view on what it means to be aprofessional in the workplace. This course is meant to be the final “lessons learned” in theiracademic career. Both the minor and certificate will be formally recognized on the student’stranscript. Page 24.774.8Professional Development Workshops. In addition to the seminar series and certificate,professional development workshops are provided. These

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua C. Palmer, Southern Illinois University - Carbondale; Kenneth D. Birchler, Southern Illinois University; Joseph David Narusis, Southern Illinois University; Rhonda K Kowalchuk, Southern Illinois University - Carbondale; Bruce DeRuntz, Southern Illinois University - Carbondale

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Engineering Leadership Development Division

a Professor in the College of Engineering at Southern Illinois University Car- bondale where he teaches classes on project management and leadership. He consults with universities and companies on their leadership development of human resources for six sigma and project manage- ment teams. He is the Director of SIUC’s Leadership Development Program and the former Editor of the ASQ’s Quality Management Forum. He is a Fellow with the American Society for Quality and holds certifications for Six Sigma Black Belt and Quality Engineer. c American Society for Engineering Education, 2016 LEADing The Way: A Review of Engineering Leadership Development Programs