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

Tagged Divisions

Engineering Leadership Development Division

Paper ID #13727Developing a New Generation of Leadership at the University of CalgaryCase Study on the Maier Student Leadership ProgramDr. Lynne Cowe Falls, University of Calgary Lynne Cowe Falls, PhD, P. Eng., FCAE, FCSCE, is an Associate Professor in Civil Engineering at the Schulich School of Engineering, the University of Calgary. She is a co-author of over 30 technical papers and several books in the area of pavement and infrastructure management and most recently of Current Pavement Management. With over 20 years in industry prior to joining the University of Calgary, she is a Vice-President and Board Member of the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg Morris Warnick, Brigham Young University; Joshua Schmidt, Brigham Young University; Anton E. Bowden, Brigham Young University

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Engineering Leadership Development Division

transitioning from a typicallecture-based approach to an experiential learning approach while describing associated benefitsrelated to engineering and technology student leadership outcomes.IntroductionIt is increasingly apparent that today’s engineering challenges require a higher order of thinking.The Accreditation Board for Engineering and Technology (ABET) states that engineeringprograms must demonstrate that their baccalaureate students attain certain outcomes forgraduation. A set of 11 student outcomes1 are described in General Criterion 3 that can bedivided into two primary categories: five “hard” technical skills and a second set of six“professional” or “soft” skills2 as indicated in Table 1 below.Table 1 - ABET General Criterion 3. Student

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

proper etiquette,as well as general types of questions they could pose to learn more about the leadership style ofeach speaker. Immediately after that preparation, a “practice” guest speaker comes to the class;usually the instructor. The preparation of the students to ask good questions is significantlyenhanced by asking one student to introduce a speaker for the session. This gives each studentthe valuable experience of talking to the speaker before the seminar.The willingness of the speakers to educate the next generation of leaders is the single mostimportant element of the class. Nearly to a person, the speakers need to believe in the importanceof leadership development – not only for their organization, but for society. A good speaker

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

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Engineering Leadership Development Division

since the first edition of this book was published, the public’s fascination withleadership has grown exponentially. Bookstores have been flooded with books about aboutleaders. People are captivated by the idea of leadership, and they seek more information on howto become effective leaders. . . . [specific examples of the motivations of individuals,corporations, and academic institutions] Generally, leadership is a highly sought after and highlyvalued commodity (p. 1).Destabilizing Condition (circumstance that calls for action and attention)In addition to popular books, there are also many publications about leadership in the researchliterature. A review of the scholarly studies on leadership shows that there is a wide variety ofdifferent

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

Colleagues” segment focuses on building teams,garnering support, and maintaining effective relationships with others. The “Making ChangeHappen on Campus” segment targets developing measurable objectives and assessment for theproject, building and implementing partnerships, identifying sources of support and resistance,and creating action plans for moving the project forward. Each day is organized into four ses-sions. Every session includes time for learning, practice, and feedback from facilitators and par-ticipants (Table 1). In addition to the day’s activities, participants create community throughevening activities that help individuals move along a path toward becoming journeyman changeagents

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, Massachusetts Institute of Technology; James N. Magarian, Massachusetts Institute of Technology; Elizabeth Huttner-Loan, Massachusetts Institute of Technology

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Engineering Leadership Development Division

and leadership that argue perhaps for acontinuum approach to their distinction. Within the domain of management, some observe a spectrumthat distinguishes between successful managers at one end and effective managers at the other:successful managers receive quick promotions, while effective managers care for people, cultivateloyalty, and achieve high team performance.11 The behaviors associated with effective managementsound a great deal like the behaviors Bass (1990) associated with leadership. Further supporting thiscontinuum concept, the total work of engineering management is seen by some to be comprised of (1)technical work, (2) conceptual work, (3) human work (i.e. leadership);9 within this framework,engineering leadership exists as an

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Toby Egan, Purdue School of Engineering & Technology

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Engineering Leadership Development Division

issues”. An aggregation ofindividual employee perceptions at the group level and psychological safety measure wasutilized in a manner consistent with previous approaches theorizing and testing this construct atthe level of the group. 16Motivation to learn. A five-point Likert-type scale (5 = strongly agree; 1 = strongly disagree; α= .80) was used along with previously validated three-item measure of motivation to learn whichwere slightly modified to fit the participants context. Example items are “In general, I ammotivated to learn skills related to my job” and “In general, I exert considerable effort learningjob related material”. 37Voice behavior. Consistant with previous studies, a five-point Likert-type scale (5 = stronglyagree; 1 = strongly

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

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Engineering Leadership Development Division

producing algal-based fuels coupled with mitigation of greenhouse gases, bioreactor design, novel fluidized bed gasification and thermal processing of solid fuels, and adapting planar solid oxide fuel cells to coal-derived syngas. He has been principal investigator for over $15 million in externally funded research, holds several patents with three revenue generating licenses, and over 50 peer-reviewed publications in the fields of pollution control and energy conversions. Dr. Bayless formerly worked for American Electric Power (Gavin and Amos Plants) and was an officer in the United States Navy. He received his Ph.D. in Mechanical Engineering from the University of Illinois at Urbana-Champaign (Profs. Richard Buckius

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Simon Pitts, Northeastern University; Steve McGonagle, Northeastern University; Steven W Klosterman, Northeastern University

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Engineering Leadership Development Division

these best practices, while adapting them and testing concepts in interviews andfeedback sessions with industry stakeholders and advisors, GEL has identified 14 keycapabilities essential to becoming an effective engineering leader: 1. Initiative: Assess risk and take the initiative, to create a vision and course of action. 2. Decision Making: Make decisions with information at hand factoring in risk; maintain and take alternative action when necessary. 3. Responsibility and Urgency to Deliver: Determination to accomplish the mission in the face of constraints or obstacles; commitment to absolute responsibility to deliver on time, pursuing necessary follow-up. 4. Resourcefulness – Get it Done: Focus on the tasks at

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

Tagged Divisions

Engineering Leadership Development Division

exposed to formal studies in leadership which they aren’t[1]. Satisfying the societaldemand of engineering leadership education is, regrettably, commonly limited to introductory-level coursework in technical communication in most engineering curricula[1]. The purpose ofthis paper is to revisit the state of engineering leadership education in academia and to introducePurdue University's College of Engineering’s recently endorsed Engineering Leadership Minor.A potential model to address the shortfall of experiential engineering leadership education withintraditional engineering curricula, this minor, which is one element of a larger engineeringleadership program, will involve the use of coursework, discussions, one-on-one mentoring bydistinguished

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 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

students took both the pre-course andpost-course leadership principles survey. The goal of this survey was to understand how studentsperceive their learning of characteristics related to leadership. Additionally, a studentexpectations assessment, whereby students were asked what three different leadership attributesthey would like to develop, was collected from the same student class cohorts. The five mostfrequently listed student-reported expectation attributes were: (1) confidence, (2) communicationability, (3) trust in team members, (4) ability to inspire-motivate, and (5) ability to exercisesound judgment. The average student response on the leadership principles survey from pre-course to post-course for all five student-identified learning

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Glen DePalma, Purdue University; Pouneh Eftekhari

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Engineering Leadership Development Division

what they might do to improve on their weaknesses.Results indicate that there is a discrepancy between peer mentors’ self-assessments on mentoring, leadership skills and instruction performance andtheir peers’ evaluation of mentors strengths and weaknesses. Our exploratorystudy also supported the linkages between the five dimensions of personalitytraits and leadership qualities. To help improve the course and mentorsexperience recommendations for further research are provided. 1. INTRODUCTION The National Academy of Engineering (2005) suggested in Educating theEngineer of 2020 that: The future engineers have to be technically proficient engineerswho are broadly educated, see themselves as global citizens, can be leaders in

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

to this effort has been establishment of a model curriculumwith an associated schedule, lecture materials, readings, handouts, assignments, team projects,and exemplar exams.Another significant challenge for the course resulted from the change in sequencing from asenior level technical elective to a sophomore level, required, general education course. Seniorlevel team experiences required significantly less guidance to produce excellent teamexperiences. Anecdotally, sophomore students have also required greater prescription in classschedule and assignments (i.e., sophomore students are less receptive to an “on-demand”learning model that is responsive to instructor observed needs). Engineering studentexpectations regarding workload and time

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

engineering leaders who deliver world-changing solutions,the new engineer needs competencies beyond the core engineering skills. They needcompetencies to: 1) Produce good technical solutions (engineer) 2) Generate creative ideas (create) 3) Convert ideas to value (innovate) 4) Succeed in the corporate environment (collaborate) 5) Delivery solutions (solution delivery).Table 2 provides a more detailed list of the characteristics associated with these fivecompetencies. In addition to the competencies, the student needs to have the attitude to be aleader. The student needs to have the desire and confidence to be proactive, take risks, and be acontributing member of the team. The student needs to bring passion to the game of

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean Lauderdale King, STEM Talent Expansion Program at LSU; Samantha Noelle Fadrigalan; Adrienne Steele, Louisiana State University; Summer Dann , Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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Engineering Leadership Development Division

  Proteges   Proteges  Figure 1. Structure and components of the Peer Mentor program and the SPM studentorganization. Traditionally, the problem with student leadership organizations is a lack of participationacross the overall membership. Additionally, large organizations generally lack a sense ofcommunity4. The main purpose of SPM was to create this sense of community, therebyincreasing the interest in the organization overall, and increasing the number of students involvedin the peer mentor program. The community building events are discussed and planned by theofficers of SPM and are offered to the entire student organization as well as prospective mentorsin the peer mentor program. The interviews are organized and

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

Tagged Divisions

Engineering Leadership Development Division

College of Engineering at a large Midwestern university.As one of the course activities, students are charged to solve a sample case by applying whatthey learned from previous class sessions. Upon discussing and debriefing students’ solutions,the instructor had students develop their own cases based on their own leadership experiences orpast or current events. The instructor provided additional information on what needs to beincluded in the case (e.g., people involved, setting, problems, etc.). The students are also chargedto develop open-ended assessment questions that allow readers to engage in quality reflectionsabout engineering leadership. Once students developed their cases, they share them with theirpeers and solve each other’s cases

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

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Engineering Leadership Development Division

the emergent nature of leadership in an engineering education contextEngineering as a profession is increasingly a team-based and multidisciplinary endeavor,requiring not only technical skills but also the ability to work well with diverse groups of people.In engineering education, students often participate in project teams in which the members mustmake and execute decisions, relying increasingly on their own reasoning and abilities whilelearning to depart from the strictly teacher-led notion of learning.It is important to understand how students perceive leadership, how they understand a leader’srole and importance, and how leadership impacts the work of the team. This study offers a viewinto how leaders

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

advanced, the need for leaderswith technical expertise to link technology and policy for sound, sustainable policy decisionscontinues to rise. Preparing the next generation of engineers to serve in societal leadership rolesis imperative if the United States is to maintain its global technological and financial edge; thisclaim is well documented by engineering educators, practitioners, and the Department ofDefense1-5.The National Academy of Engineering (NAE) 3 has called for a refinement to the education offuture engineers, setting a goal for having them more broadly educated and preparing them to“be leaders in business and public service.” 3 This call for more well-rounded engineers isnecessary to facilitate their preparation to serve in

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bruce DeRuntz, Southern Illinois University Carbondale; Rhonda K. Kowalchuk, Southern Illinois University Carbondale; John W. Nicklow, Southern Illinois University Carbondale

Tagged Divisions

Engineering Leadership Development Division

leadershipprogram, their employers, and their countries.IntroductionDeveloping the next generation of engineering leaders is an economic imperative that is sharedby most countries. The National Academy of Engineering1 (NAE), Engineer of 2020 initiativeemphasizes the need for future engineers to work in a technologically advanced global economythat is constantly changing. A goal of the initiative is “to educate technically proficient engineerswho are broadly educated, see themselves as global citizens, can be leaders in business and Page 24.672.2public service, and who are ethically grounded.”1 (p. 51). Universities have responded to thisimperative by

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

trained and the demands of leadership positions.11Several organizations invest in developing leaders, seeing it as a source of competitiveadvantage. However, others are unable and the gap has broadened. Historically, organizationshave focused on hiring employees with either a strong technical competence or a strongleadership competence; however, the 21st century technology leader will need both.Thus, we are presenting the following pathway as a means to fill the “leadership gap” intomorrow’s workforce (see Figure 1).Figure 1. Technology Leadership & Innovation (TLI) Pathway.The Technology Leadership Pathway program will provide an educational pathway to leadershipcompetencies for Indiana’s next generation of students. The proposed pathway

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Taylor Robert Smith, Brigham Young University; Rollin H. Hotchkiss P.E.,D.WRE, F.ASCE, Brigham Young University

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Engineering Leadership Development Division

Paper ID #9740Evaluating the Effects of Non-Anonymity on Student Team-Member Evalua-tionsMr. Taylor Robert Smith, Brigham Young University Taylor Smith has a Bachelor of Science and a Master’s degree from the civil and environmental engi- neering program at Brigham Young University. For his graduate studies Taylor’s classwork and technical emphasis were in geotechnical engineering; however, his Master’s Thesis was non-technical and he ex- amined and tested ways to improve performance through the use of peer feedback. More particularly, he evaluated the effect that having students conduct team member evaluations non

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

fuels coupled with mitigation of greenhouse gases, bioreactor design, novel fluidized bed gasification, thermal process- ing of solid fuels, and adapting planar solid oxide fuel cells to coal-derived syngas. He has been principal investigator for over $18 million in externally funded research, holds several patents with three revenue generating licenses and one spin-off company, and over 60 peer-reviewed publications. Dr. Bayless for- merly worked for American Electric Power (Gavin and Amos Plants) and was an officer in the United States Navy. He received his Ph.D. in Mechanical Engineering from the University of Illinois at Urbana- Champaign (Profs. Richard Buckius and James Peters, advisors.) He was the technical

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Engineering Leadership Development Division

to identify their own strengths andto recognize the strengths of their lab partner and other students in the class. Students learnedthe importance of following through on tasks and completing the work delegated to them in atimely manner. Although some students did not report gains in leadership, most students learnedabout how to work in teams to complete assignments. This study shows one technique foranalyzing student leadership development within the context of a hands-on course and showsthat dividing students into teams and allowing them to work on technically rigorous hands-ontasks allows leadership skills to emerge as students work toward a common purpose.References 1. Walumbwa, F. O

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

Tagged Topics

Diversity

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Engineering Leadership Development Division

engineer) and situations (task, team, aspiration/satisfaction). Parts five through seven ofthe survey invited individuals to identify and evaluate the skills and traits of three colleagues intheir organization who exemplified each of the three leadership orientations—technical mastery,collaborative optimization and organizational innovation. We derived our list of skills from thetwelve graduate attributes named by the Canadian Engineering Accreditation Board (similar toABET) [48, 49], and the core engineering competencies against which internationally trainedengineers are evaluated, as defined by Engineers Canada [50]. We were less systematic about ourtrait selection. The research team generated 20 traits we believed to be characteristic of

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University

Tagged Topics

Diversity

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Engineering Leadership Development Division

the greatest challenges facing society today require technical solutions that can only becreated through collaboration within interdisciplinary teams.1 For these collaborations toeffectively harness the capabilities of groups that may not normally work together, effectivetechnical leadership must be deployed. Thus, the need for engineering leadership (EL).As evident by the development and growth of the Engineering Leadership Development Division(LEAD) within the American Society of Engineering Education (ASEE), recognition of the needto develop engineers with greater leadership skills is gaining momentum. However, observationsduring LEAD’s sessions at ASEE’s 2015 Annual Conference & Exposition seemed to indicatethat faculty engaged in

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 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

based on the needs of various open positions. Engineering leadership programs,created to address industry identified non-technical skill deficits, should produce students withbehavioral indicators that meet the non-technical competencies for entry-level employment. Byunderstanding from the recruiters’ perspective, the behavioral indicators relevant for engineeringleaders, engineering leadership development programs can better prepare and evaluate studentscompleting their programs. The purpose of this study is to explore recruiters’ perspectives of which engineeringleadership behaviors are important for students to communicate during the on-campus recruitingprocess. The research questions for this study are: 1. What activities during

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

Tagged Topics

Diversity

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Engineering Leadership Development Division

Century LeadersAbstractWe have created a three-year leadership curriculum for undergraduate students enrolled in theOpus College of Engineering at Marquette University - a medium-sized, private, urban,religiously affiliated university. The objectives of this people-focused, technical leadershipprogram are to: (1) develop engineers who are able to address 21st century global challenges;(2) prepare individuals to lead, not only through innovation and technical expertise, but alsothrough their ability to motivate, engage and guide people and organizations who represent thefull range of diversity across the human spectrum; and (3) educate and develop the leadershipand character of outstanding engineering students, who are able to lead technical teams

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Gary Allen Gilot P.E., University of Notre Dame

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Engineering Leadership Development Division

to draw on current or past group experiences.The curriculum of this program is based on the alliance with Stayer Executive Educationprogram of the Mendoza College of Business, adapted to the “undergraduate executive” context.This group completed a 1 credit hour, pass/fail “Engineering Leadership Seminar” which had atotal of approximately 20 contact hours with course staff. The contact hours took place in theform of an initial retreat, guest lectures, and group coaching sessions. Details of these eventsinclude: 1. One two hour Retreat- A retreat is used as the kick-off event of the seminar. Topics of focus include: 4 C’s of Competence, Compassion, Commitment and Character. 4 Themes (Self-Awareness, Ingenuity, Heroic Goals, and

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

alsointegrates knowledge derived from each center’s interdisciplinary projects into engineeringcurricula, making it more systems-focused3. Students who are educated as part of an ERC are better prepared, both technically andsocially. A 2004 study (see Figure 1) found that nearly nine in ten company supervisors ratedformer ERC students and graduates as better prepared to work in industry than equivalent hireswithout ERC experience. Nearly 75 percent of those supervisors said employees with ERCexperience were better able to develop technology. In addition, our study of the ERC programfound that hiring students with ERC experience is one of the most prized benefits to companiesworking with the centers. Supervisors consistently commend ERC