Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Robyn Paul, University of Calgary; Stephanie Hladik, University of Calgary; Marcela P Rodriguez, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Divisions

Engineering Leadership Development Division

own initiative and design. Eachapplication requires students to self-identify and evaluate the engineering leadership skills andgraduate attributes that will be developed through their participation. The next section describesthe impact on leadership development in a few case studies.MeasurementStudents who partake in funded activities are often asked to present on their experiences and areexpected to share lessons learned with the wider engineering campus community. How thestudents have chosen to share that impact has varied according to their interests andinvolvements on campus. The organizers of each initiative assess the success of their organizedopportunity themselves through quantitative and qualitative measurements. Due to the

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

are positive findings, giventhe focus on values-driven, relational and emotionally intelligent leadership in the course.Students who completed industry internships or co-op experiences were asked to intentionallyobserve specific leadership values, skills and dispositions in the workplace among individuals,teams and the larger organization. Some of the observations made most frequently by thestudents after shadowing executives include the ability of the host to think strategically andmake quick decisions, the ability of the host to “read” their direct reports and demonstrateemotional intelligence, the ability to listen, and the humility and unassuming character of thehosts. All students commented on the tremendous impact of the shadow visits

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

thinking, innovation, communication skills, management skills, leadership skills, entrepreneurship skills and professionalism; see Table 4. While comparing both Asian and European analysis showed higher satisfaction level of Asian students with significant difference (P≤0.05) in analytical thinking, system thinking, critical thinking, innovation, management skills, leadership skills, entrepreneurship skills, communication skills and professionalism than those of the European ones, see Table 5 and Figure 4. Figure3: Mean ranks satisfaction with leadership skills as self-reported comparing both MENA and Europeans Although SEM does have statistically significant positive impact in terms of students’ perceptions of contributions to

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

of the School of Industrial and Systems Engineering at the University of Oklahoma. She was recently appointed as Director of the Sooner Engineering Education Center dedicated to engineering education related initiatives and research focused on building diversity and enhancing the educational experience for all engineering students. Dr. Shehab teaches undergraduate and graduate level courses in ergonomics, work methods, experimental design, and statistical analysis. Her current research is with the Research Institute for STEM Education, a multi-disciplinary research group investigating factors related to equity and diversity in engineering student populations

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

from a Student Perspective?AbstractThis paper investigates student perceptions of the relationships between social media,engineering, and leadership. Participants in this study consisted of freshmen engineeringstudents enrolled in a first-semester introduction to engineering course at the University of SouthCarolina. A grounded theory approach was used, in which instructional activities and datacollection processes occurred concurrently, were guided by one another, and developed over thecourse of the study. The phrase “social media engineering leadership” is developed within thispaper to include social media mediated communication within an engineering leadership context.The results of this study suggest that social media engineering

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

opportunity to teach the course. The curriculumdeveloped by the students was created to focus on three major disciplines: leadership identitydevelopment, innovative thinking, and hands on skills. These disciplines were taught in a studioenvironment through group discussions and interactive individual and group projects. This redesign effort by students not only resulted in a refined curriculum for the E-Leadprogram, but also improved the course by increasing the feeling of community for incomingstudents and thereby increased retention in the course from 60% to 92% (measured by the ratioof students that completed the course to those enrolled as of census day). More importantly, thisexperience of being placed in the curriculum development driver

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

design and conduct experiments, as well as to analyze and interpret data an ability to design a system, component, or process to meet desired needs within realisticc constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainabilityd an ability to function on multidisciplinary teamse an ability to identify, formulate, and solve engineering problems f an understanding of professional and ethical responsibilityg an ability to communicate effectively the broad education necessary to understand the impact of engineering solutions in a global,h economic, environmental, and societal context i a recognition of the need for, and an ability to engage in life-long learning j a

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

Center (ERC) program to provide both a theoretical framework andtangible recommendations to educators interested in engineering leadership development. Inaddition to producing impressive and economically important innovations, the ERC program isan exemplar model for educating engineers who are also uniquely positioned as leaders. ERCsexpose students to real-world practices of engineering, providing them with on-the-job trainingin critical leadership and technical areas. Students often act as the “glue” that binds together ERCresearchers from different domains, thereby catalyzing communication across disciplines,organizations, job levels, and cultures. ERC-trained students also learn how to manage projects,engage in strategic problem-solving, and

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

developed through programofferings. Recruiter perspectives on behavioral indicators of engineering leadership during acareer fair may provide insight as to what competencies engineering leadership programs shouldfocus on for a student’s initial interaction with a company. The key themes emerging from thisstudy reveal that students should engage in activities outside the classroom such as studentorganizations, internships/co-ops, and engineering projects. However, these activities alone didnot demonstrate the potential for engineering leadership to the recruiters in this study. Based onthe recruiters interviewed in this study, communication, connection, and confidence werebehavioral indicators of engineering leadership. The communication theme

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University

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Engineering Leadership Development Division

general communications. Our level ofparticipation in this teaming and leadership training is over 90% of all the students, who take thetwo instruments, attend the workshops, and complete all the required reflection papers. Thesurveys are posted in the virtual classroom and completion by students is strictly voluntary.Complementary to this training, students are encouraged to implement these new group behaviorskills in their project-based Introduction to Engineering course and through their participation ina variety of activities in our university community, e.g. sports teams, clubs, student governmentand student professional societies.The following discussion will describe in more detail each activity and comment on theconnections to the

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammadreza Ostadali Makhmalbaf, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech

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Engineering Leadership Development Division

further advantage for students by improving their networking skills. Inaddition, Kumar (2012) states numerous reasons that students should engage in organizationalactivities: attaining social skills, leadership skills, and organization and management skills.33 Inaddition, Zoghi et al. (2012) demonstrate that structured courses for preparing student groups toparticipate in annual ASC and NAHB competitions can assist students in improving theirpresentation, communication, and leadership skills.36In addition to organizational participation as extracurricular activities, a study by Pascarella andTerenzini (2005) shows that interaction with faculty members has a constructive impact on

Conference Session

Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence J. Genalo, Iowa State University; Roger A. Green, North Dakota State University; Beth M Holloway, Purdue University, West Lafayette; Archie L Holmes Jr., University of Virginia; Brian P Kirkmeyer, Miami University; Klod Kokini, Purdue University, West Lafayette; Daniel Lopresti, Lehigh University; Adrienne Minerick, Michigan Technological University; Beena Sukumaran, Rowan University

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Diversity

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Engineering Leadership Development Division, Minorities in Engineering, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

quickly advance from novice to expert problem solvers. He has co-authored over 120 referred technical articles and has won numerous awards for his teaching. In his role as Vice Provost, Archie’s major responsibilities include areas related to the undergraduate educational experience including advising, expanding and enhancing university-wide high impact experi- ences, and connections between academic and student affairs. He also works on building the interdisci- plinary capacity of U.Va. and further efforts to establish institutes and centers to foster interdisciplinary research and education.Dr. Brian P Kirkmeyer, Miami University Brian Kirkmeyer is the Karen Buchwald Wright Assistant Dean for Student Success and

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

,” “communicating and inspiring a shared vision with others,” and finally “enlisting,engaging and empowing followers.” Page 24.207.3Learning OutcomesThe course learning outcomes are explicitly given to the students before the class. They include Differentiate between leadership and management. Learn the fundamentals of leadership and the skills needed to become real and effective leaders. Learn lessons of leadership by listening to and asking probing questions from a select group of speakers who have served in various leadership roles in their careers. Interact and bond with other members of the class. Improve the class with your studies

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University

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Engineering Leadership Development Division

differentpopulations of engineers, highlighted by our three senior football captains, who receive intensiveleadership coaching, and our ten freshmen players, who participate in our regular trainingprovided to all freshman engineers. We examine the impact of the intensive training for theupperclassmen and the influence of the more general training on the first year students. Thisstudy shows how the process of leadership development can be strengthened by a dualapplication—participation on the football team and involvement in professional training in labsand in the workplace. Through personal interviews and surveys, the results show the captains’intensive training has significantly increased their awareness of their own behaviors and that ofothers. They have

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

.). Led by students, these groupsmanage annual budgets that range from $5,000 (CDN) to $250,000 (CDN) and the total annual budget forall CTAs can be as high as $3.2Million (CDN). Given that leading volunteers can be difficult in its ownright, leadership of student groups is made even more so by youthful naivety and the fact that studentleaders are working with, and trying to lead, their peers and friends without traditionalemployee/employer structures and accountabilities. In addition, a number of the CTAs are engaged inhigh profile international competitions while others represent the University of Calgary in the local andnational media, activities that also demand a high degree of leadership maturity.In 2007, building on this understanding and

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

EngineeringLeadership, and (3) Engineering Leadership Capstone) within the minor are developed andtaught in-house. The final requirement involves experiential learning engagement. Studentprogress and leadership development are tracked as they complete the requirements of the minor. The elective courses are classified into four concentrations: (1) communication, (2)ethics, (3) creativity and innovation, and (4) global and societal impact. The four concentrationareas were created following research about other engineering leadership programs and thecourses available to engineering students across the university. The ‘communication’concentration includes courses that focus on the development of students' professional skills andengagement with technical

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

bridges and roads in the community. This could have been a result of theawareness E-LEAD students raised about the different types of fields of engineering not onlyduring one of the specific workshops, but over the entire week. The E-LEAD student 1mentioned that his leadership confidence increased after learning the impact he had as a leader.He admitted that, prior to this experience, he thought leadership skills were gained only whenplaced in authoritative positions but now he had a better understanding that a leader is one whocan guide others to lead. Then, he acknowledged that leadership skills are gained throughteamwork, while having an impact on others, and learning to work with other’s capabilities andcharacter. He also said “I used to

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

social impact-focused programs werethe most likely to emphasize organizational forms of leadership (although not to anextreme), possibly reflecting a broader systems view of engineering’s potentialcontribution to society.Cluster 3 – Influencing core curriculumThe third and final cluster that was observable included the two programs explicitlyfocused on engaging all engineering students in leadership education. This involvesfaculty buy-in and relationships with key administrators that are fundamentally differentto developing small, targeted programs using self-selection mechanisms to recruitparticipants. Given the focus on undergraduate students, both of these programs are usinga wider range of strategies: teaching mandatory courses on leadership

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

forcivil engineers. ASCE recognized the global impacts of leadership by stating, “U.S. civilengineers can be catalysts in sharing the vision with the global civil engineering community.”The report continues by outlining some key actions, including “a more robust educational pathfor civil engineers that prepares them for leadership and provides the multifaceted non-technicalskills to serve on projects affecting the public good.”2 The ASCE BOK2 categorizes twenty-fouroutcomes for entry into the civil engineering profession. ASCE organized the outcomes intothree categories: (1) foundational, (2) technical, and (3) professional, as well as identified thelevel of proficiency desired at various points in one’s career. Leadership (Outcome 20

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

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Diversity

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Engineering Leadership Development Division

and North Carolina. c American Society for Engineering Education, 2016 Engineering Leadership: Faculty Perceptions and ProfilesAbstractThis work augments our understanding of faculty perceptions of engineering leadership and itsplace in engineering curricula. As evident by the scholarly activity, development of a newdivision within ASEE, and attendance at the sessions for that division, engineering leadership isan area of increasing interest among the engineering education community. However,discussions at a 2015 conference panel appeared to show that this interest is not uniform acrossall members of the professorate. Based on observations in this session and others, there appearsto be a relationship

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary L. Winn, West Virginia University; Jeremy M. Slagley, Indiana University of Pennsylvania

Tagged Divisions

Engineering Leadership Development Division

itself is sometimesreplacing manager with leader as in project leader. But merely changing the title because leadersounds like a person who will do the right things and not just do things right doesn’t validate whatthe person actually does. A safety leader on a construction site may actually be a leader in nameonly, or worse, exhibit what has been called toxic leadership which puts his or her needs abovethose of the organization and its members.Academics are no better than industry when it comes to confusing leadership-in-name-only withunderstanding what and how a leader actually does. The American Society of MechanicalEngineers surveyed 68 academic department chairs about communication, ethics and leadershipknowledge and skills among their

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

in the open-ended responses about these team-basedapplied projects was that most occur at the end of the program, usually acting as a capstone orsenior project. As a result, many these projects occur as part of academic classes within theirrespective programs. Projects tend to be tailored to meet the needs of different majors, as well asthe current needs of industry and the community. For example, some of these projects maybenefit the community or a company by having students build a product that can be used (e.g., apiece of specialized equipment or a campus bridge). Likewise, these applied products help thestudent gain direct experience (e.g., skills and knowledge) working on a specialized project intheir field of interest (e.g., a

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

of empiricalfindings from two engineering-focused studies (Figure 1), to organize data collection andvariable identification. In general, Terenzini and Reason’s model hypothesizes that students’ Page 24.401.4pre-college characteristics shape their engagement with various aspects of their institutions andalso, to a lesser extent, have an influence on outcomes. A variety of curricular (e.g., generaleducation coursework, major coursework), classroom, and out-of-class experiences are ways inwhich students engage during college. What differentiates this model from other models thatlink educational environments to learning outcomes is the inclusion

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

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

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Diversity

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Engineering Leadership Development Division

simulations became useful tools for teaching mostly business management and businessstrategy. Today, simulations continue to be used extensively in the training of militarypersonnel 2, medical personnel 3, and engineers, as they provide opportunities in which futuredecision-makers can practice making decisions in a risk-free environment.Shaw 4 reviews literature on the benefits of using simulations in the classroom and suggests thatsimulations: (i) provide “students with a much deeper understanding of differing perspectives”,and (ii) that they can lead to students engaging in “affective learning.” Affective learning refersto students being able to change their perspectives and attitudes on issues at hand, experiencingempathy for others, and more

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

also be focused upon reaching veterans. Approximately 3.4percent of Indiana community college students are identified as military or veteran students withapproximately 2.3 percent of the total student population benefiting from VA educationalbenefits. The project team will distribute materials to the Indiana Department of VeteransAffairs, which includes logistics careers as part of the new Veterans Retraining AssistancePrograms (VRAP), approved in 2012.22 The VRAP program focuses on training veterans througheducational benefits for programs in high demand careers. In collaboration with the VRAPveterans will be able to take a pathway from military skills to the Certificate through AS / AASdegrees to BS degrees at the university

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

problem solve, make decisions, work as a team, communicate and learn to trust one another. Illustrates the positive elements when teams can work effectively together in making decisions. • Understanding the World and Global Issues – To provide a team-based activity that provides an opportunity to conduct research, learn, prepare and effectively present persuasive information on a global issue. • Appreciating and Understanding other Cultures – This exercise provides students an opportunity to (1) experience first hand cultural differences in communication styles, (2) the impact of these differences on the ability to engage in international business and (3) learn effective adaptation

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

,training, and building community between students. Students involved in this organization areeligible for paid positions in the College’s Peer Mentoring program. The student organization haskey functional positions such as president, vice president, outreach coordinator and historian. Asystem for monitoring participation and encouraging responsibilities was developed andimplemented in 2013. In 2013, over 90 students have participated in at least one of the core components of theprogram. The LSU program interviewed over 40 additional candidates for mentor positions in2014.  Background   The Society of Peer Mentors (SPM), a college-wide student organization, providessupport to the LSU

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

Paper ID #13725Engineering Leadership Education: A Review of Best PracticesRobyn Paul, University of Calgary Robyn is a Master of Science candidate in Civil Engineering at the Schulich School of Engineering, University of Calgary. Her research focuses on the impact that teaching engineers leadership has on early career success. She co-founded the Engineering Education Students’ Society and is involved with initiatives to collaborate nationally to increase the conversation with students about engineering education.Dr. Lynne Gradon Cowe Falls P.Eng., University of Calgary

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

focus was aiding the transition of the students from highschool to college and welcoming the first-year students into the Madison EngineeringCommunity and the discipline. To facilitate the process with the first-year students, upper levelstudents embarked on a process to better themselves so that they could help others learn aboutthe discipline and the community. The process became known as the Madison EngineeringLeadership program.The perspective of this paper is to describe the motivation, structure, and impact of the MadisonEngineering Leadership (MadE Leadership) program on the students. This paper is divided intothree sections: benchmarking, preparation, and prototyping. Each of these steps was critical indeveloping the program and