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

sessions completed a series of questionnaires. Along with the peer mentor’sself-evaluation, peer mentors were also asked to submit mid-term evaluations addressingtheir strengths and weaknesses as peer mentors and what they might do to improve ontheir weaknesses. Toward the end of the semester, the participants also completedpersonality test and ranked themselves in qualities of being a leader. All surveys were taken in the beginning of the class sections. The median year incollege was 3 (range 1 to 6). Twenty-one of the participants were female and twenty- Page 23.520.3

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

, Centre County Chapter Board of Directors, President’s Club, Nittany Lion Club, ASEE, ASME, AIAA, AKC, GRCA. He has been honored with a LMC/KAPL Leadership Award, GE Phillippe Award, PSEAS Outstanding service award, Jaycee International Senatorship, and an ESM Centennial Fellowship. Mike Erdman and his wife, Donna, operate Nicker Barker Farm where they raise Golden Retrievers.Dr. Richard John Schuhmann, Gordon–MIT Engineering Leadership Program Dr. Rick Schuhmann is a senior lecturer/Short Subject program manager in the Gordon–MIT Engineer- ing Leadership Program and teaches and supervises research in civil and environmental engineering. Dr. Schuhmann joined MIT in September 2012 after fifteen years at Penn State

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

been emphasized in the engineering and engineering education literature. A two-wave studyof 291 engineering firm employees and 58 engineering division leaders participated in this studyexamining the relationships among perceived leader coaching behavior and engineeringemployees’ voicing, affective and learning related reactions. In particular factors influencingemployees’ perceived ability and willingness to voice opinions and perspectives whileparticipating in day-to-day work activities were examined and found to significantly impactengineering employee reactions. These study results have implications for engineering-relatedleadership, workplace training, management of workplace quality and productivity, and highereducation.IntroductionIn

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

foundation and are integrated into every aspect of the curriculum  Experiential Learning to enhance Knowledge, Skills and Attitudes  Distinguished speakers from industry that discuss and model leadership  3-Way mentoring including one mentor each from the program, industry partner and Candidates’ technical area  Cross-cohort sharing, where Candidates learn from each otherFive pillars represent the core elements of the curriculum: Page 23.399.4  Leadership Capabilities  Leadership Laboratories  Product Development  Scientific Foundations  Challenge ProjectThe foundational elements and the five key

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

personal passion for bringing a balanced approach to life allow him to combine highly technical curriculum with social, political, environmental, and emotional issues into a blended pedagogy needed for developing leaders of the future. His combined experience in academia, industry, and international teaching and consulting bring a strong blend of diverse real world perspectives into the classroom. Dr. Carlson-Dakes has Mechanical Engineering degrees from Carnegie Mellon University and Penn State University, and a doctoral degree in Socio-Technical Systems Industrial Engineering from the University of Wisconsin-Madison.Gregory W Harrington, Dept of Civil & Environmental Engineering, Univ of Wisconsin - Madison Greg

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 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

faculty to identify positive experiences in teaching leadershipprinciples in the context of technical engineering courses.Leadership Lecture SeriesThe Weidman Center for Global Leadership within the Fulton College of Engineering andTechnology, has instituted a regular leadership lecture series, inviting recognized national andinternational engineering leaders to interact with students, faculty, and staff. These lectures,which take place approximately monthly (3 times each semester), provide a unique opportunityfor participants to gain insight into important leadership principles and to learn from respectedindustry leaders. The lectures are designed to stimulate interest and conversations on leadershiptopics while providing validity to the

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

  References  Cohen & Bailey 1997  2004  Meyer 2006  Mathieu et al. 2008  Weeks 2001 The outcomes we present in this paper have emerged from our work with six groups of partici-pants on MACH content (in two full-length workshops and four multi-part, targeted sessions).These participants represent a wide range of institutions and roles within their institutions. Forexample, participants’ home institutions include University of Illinois (R1 flagship campus),Utah State University (R1 regional), Michigan Tech University (technical university), UniversitiTeknologi Malaysia (R1 international), and Canterbury School (college

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 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 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

Paper ID #9674Lessons Learned: Teaching Engineering Leadership in an UndergraduateClass using Case StudiesMr. Benjamin Ahn, Purdue University, West LafayetteDr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D. is an Associate Professor in the School of Engineering Education and is the Inaugu- ral Director of the College of Engineering’s Leadership Minor at Purdue University. She also serves as the Executive Director of the International Institute for Engineering Education Assessment (i2e2a). She ob- tained a B.S. in mathematics from Spelman College, a M.S. in industrial engineering from the University

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

, aswell as professors from the university, discuss how communication differs by generation andalso throughout the world. In 2013, a cultural forum was introduced to allow students to askquestions to international faculty members and to students who participated in global programsabout his or her experiences abroad. The safety training conducted is the same training that manyof the university employees receive—it focuses on basic first aid, fire safety, bomb threattraining, and shooter awareness training. Experiential learning through program activities such as the bridge camp, freshmencourses, K-12 outreach, and transfer days became a critical part of the program to develop thenext generation of engineering leaders. Several layers of

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

University. Editor of three books and author of over 140 articles and chapters, her research centers on the intersections of career, gender, and communication, particularly in STEM. Her research has appeared in such journals as Human Relations, Communication Monographs, Management Communication Quarterly, Communication Theory, Human Communication Research, and Journal of Applied Communication Research, as well as proceedings for ASEE and FIE. A fellow and past president of the International Communication Association, she has received numerous awards for her research, teaching/mentoring, and engagement. She is working on Purdue-ADVANCE initiatives for institutional change, the Transforming Lives Building Global Communities

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

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

Professor in the Department of Technology Leadership and Innovation in the College of Technology at Purdue University.He has expertise in Human Resource Development and Curriculum Development. Page 24.973.1 c American Society for Engineering Education, 2014 Pathways to Technology LeadershipAbstractTechnology-rich organizations need people who can pair technical knowledge, skills, andabilities with an ability to lead people. Organizations have historically focused on hiringemployees with either a strong technical competence or a strong leadership competence. The 21stcentury

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

. Page 24.543.11Another way to reduce the burden on raters is to eliminate the self-ratings at times 2 and 3. The360-feedback at evaluation-1 would already include a formal self-evaluation and would achievethe purposes of heightening self-awareness. Even though students would not formally ratethemselves for evaluations 2 and 3, when people receive ratings and feedback from others theyinstinctively "rate" themselves internally; it's a part of human nature. It seems that withsubsequent evaluations, formal self-ratings become redundant and are viewed simply as a task tobe performed.It would be beneficial to have students administer their own feedback, although they would allstill be required to follow a uniform procedure. There are multiple reasons

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

Figure 3 was used by the researcher togive an example for each expression of leadership. The researcher then determined from theinterviews when a Maker expressed one of the leadership roles.In their Making, this person:___ 1. Listens to the problems of team members/subordinates. (Mentor)___ 2. Reviews and/or reflects upon project achievements. (Monitor)___ 3. Influences decisions made at higher levels. (Broker)___ 4. Does problem solving in creative, clever ways. (Innovator)___ 5. Clearly defines areas of responsibility for team members/subordinates. (Director)___ 6. Displays a wholehearted commitment to the job/project. (Producer)___ 7. Facilitates consensus building in work-group sessions. (Facilitator)___ 8. Protects continuity in day-to-day

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

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

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

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Diversity

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Engineering Leadership Development Division

strongleaders and strong engineers.T ABLE  1 :  S AMPLE  S URVEY  Q UESTIONS  Survey Sample Question Focus CodesectionPart 1: Age: 20-29; 30-39; 40-49; 50-59; 60+ Self Demographics (AgeDemographics Category)Part 2: As a student, when dreaming about my future, I Self Time (student)Student imagined doing technically complex work. Situationexperiences (1 never, 2 rarely, 3 occasionally, 4 frequently, 5 (aspiration/satisfaction

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

experiment, fail, andlearn. Students were challenged in courses to explore and understand the root cause of theproblem they were assigned, the sustainability of technical solutions, and consider the ethics ofproposed actions; these objectives harking back to the intent as described in 1996.Assessments conducted in the Program’s International Leadership of Engineering andDevelopment course highlighted the value of virtual international collaboration but also pointedtoward the need for travel-based experiences. These results led to the expansion of virtual andtravel activities. 2 The perceived need for enhanced global awareness and enhanced worldviewintegrated within the leadership curriculum drove an investigation into how best to deliver

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

). Maintaining Effective Engineering Leadership: A new dependence on effective process Maintaining Effective Engineering Leadership. London, England: The Institution of Engineering and Technology. 10.1049/PBMT029E[29] Morris, L. E., & Williams, C. R. (2012). A behavioral framework for highly effective technical executives. Team Performance Management, 18(3/4), 210–230. http://doi.org/10.1108/13527591211241033[30] Cox, M., Cekic, O., Ahn, B., Zhu, J. (2012). Engineering Professionals’ Expectations of Undergraduate Engineering Students. Leadership and Management in Engineering, 12, 60–70.[31] Dreyfus, C. R. (2008). Identifying competencies that predict effectiveness of R&D managers. Journal of Management

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

, D. R. Brodeur, and K. Edström, Rethinking Engineering Education: The CDIO Approach, 2nd Ed. Springer International Publishing, 2014.[6] P. Phyllis, “Proposal to add a Minor in Engineering Leadership Development,” Maryland, 2007.[7] R. J. Schuhmann, “Engineering Leadership Education – The Search for Definition and a Curricular Approach,” J. STEM Education, vol. 11, no. 3, pp. 61–69, 2010.[8] NSPE, “NSPE Position Statement No . 1752 — Engineering Education Outcomes,” National Society of Professional Engineers, 2010. [Online]. Available: http://www.nspe.org/sites/default/files/resources/GR downloadables/Engineering_Education_Outcomes.pdf. [Accessed: 01-Dec-2014].[9] R. Graham, E. Crawley, B. R. Mendelsohn, W. Paper, B. M. Gordon, M

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

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Engineering Leadership Development Division

, this group was able to purchasea drum kit and keyboard, and offered casual jam sessions and an acoustical engineering lectureseries to any interested students. The society also provided student musicians at engineeringfaculty events, and became an important part of interdisciplinary outreach to the community.The leadership team involved in this group was recognized by the faculty for their initiative andcreativity, as well as their communication and organizational leadership abilities. These studentswere also offered research positions and opportunities due to their unique ability to championconnections between technical engineering, arts, performance, and professional skills.Leadership in Global InitiativesInternational Study Abroad: Since

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

of Engineering Educators (ASEE) Teaching Award, the Minnie Stevens Piper Foundation Award, and LeTourneau University’s top research and scholarship award. He was also a Finalist for the IEEE Global Humanitarian Engineer of the Year award in 2013. He serves as an engineering program evaluator for the Accrediting Board for Engineering and Technology (ABET), the sole entity for accrediting engineering programs in the United States. Dr. Gonzalez is Founder and President of LIMBS International (www.limbs.org), a 501(c)3 non-profit humanitarian organization that designs, creates and deploys prosthetic devices to transform the lives of amputees in the developing world by restoring their ability to walk. Since its

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

influence and tell powerful stories. 3. To teach how to be effective team leaders Northwestern has automated the engineering student team performance assessment surveys and computation of 360 degree reviews and planning the work and working the plan to be effective in project teams through PM charters. It was the best example of a breakout session at this conference on engineering leadership training that had data to back its assertions.Community Engagement Programs ResearchThe Community Engagement one was a North American universities 2 day workshop conferenceon service learning in engineering education hosted by Purdue featuring over 80 attendeesassociated with

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

prepare for a presentation. He is mentored by a morepracticed, confident speaker. Key take-aways include remembering to look at the audience,smile, project your voice, display confidence, and good posture18-20. Negatives to avoid includereading from notes, shifting stance, and fillers such as “um”. The follow-up activity is to use asmartphone to record a practice session to identify areas to improve. – 4:44 minutes#3 Cultural Sensitivity – how to avoid stereotyping and work well in culturally diverse teams.Students are seen sharing international foods when they encounter some cultural insensitivity.The interaction is followed by interviews with students from several different cultures, wheredifferences are discussed and sensitivity to these

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

while taking a course with social media literacy and engineering leadership development components?To facilitate discussion of these questions, this paper coins the phrase Social Media EngineeringLeadership (SMEL) to describe what might exist at the intersection of social media literacy andengineering leadership development and practice.BackgroundThis study was inspired by a recent article by Goulart2, which described the General ElectricColab. GE Colab is an internal social network with Facebook- and Twitter- like functionscoupled with file sharing and other features for employee collaboration. GE Colab enablesinformation sharing, instant communication, advanced search, blogging, videoblogs, and more 3.Subsequently, Desier interviewed

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

100% 6 100% Technical Competence 8 100% 6 100% Communication 7 88% 5 83% Collaboration 5 63% 6 100% Motivating Others 6 75% 4 67% Training & Mentoring 3 25% 5 83% Delegation 6 75% 2 33% Problem-Solving 2 25% 5 83% Boundary-Spanning 3 25% 3 50%Ideal Behavior. Leaders exercised Ideal Behavior

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

project-based learning (PBL) models.BackgroundProgram BackgroundIt was the calls for change described above and a focus on a competency-based learning model11that led to the development of the IRE program, which is the case for this exploratory study.Starting in January of 2010, Itasca Community College and Minnesota State University,Mankato, collaboratively delivered the Iron Range Engineering program.12 The program isupper division only (years 3 and 4 of the bachelor’s degree) with entering students coming fromcommunity colleges and transferring from other four-year institutions.13 Graduates are conferreda bachelor’s degree in engineering. The model is based on a systems level approach to educatingengineering students. As an adaptation of the

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

their lab partner improve and to develop a plan for their own leadershipdevelopment.As part of a funded leadership grant, the instructor kept an online journal of each day’s activitiesand the opportunities students had to engage in leadership through each of these activities. Onelab session was also videoed to formalize the observation of student leadership. This video wasreviewed and coded to assess the types of interactions the students had with their lab partners,other peers, and the instructor. Various leadership qualities were noted including askingquestions when having difficulty, seeking help from other students, seeking help from theinstructor, and collaboration in teams.IntroductionThe development of engineering students into