Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron S. Gordon, Clemson University; Jeffery M. Plumblee II, Clemson University; Claire L. A. Dancz, Clemson University

Tagged Divisions

Engineering Leadership Development Division

construction projects that are implemented in Haiti.This real world responsibility enables the development of leadership skills by allowing studentsto fully immerse themselves in a project’s success or failure in a scaffolded setting. This paperdiscusses the perspectives and skill sets gained from the internship for both interns and studentson campus, including significant leadership development and the ability to engage with peopleand work within a community across cultures and backgrounds to execute a project. Supportingdata, collected by surveying former CEDC interns to better understand their experiences andleadership development in the program, will be presented. The authors build on lessons learnedto provide suggestions of how the program could

Collection

2016 ASEE Annual Conference & Exposition

Authors

Fu Zhongli, National University of Defense Technology; Huang Zhang, NUDT in China; Tong Wu, Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT); Lini ZHOU, Center for National Security and Strategic Studies, National University of Defense Technology; Jianchuan Li, National University of Defense Technology; Lian Lin, National University of Defense Technology; wang yang, Continuing Education College, National University of Defense Technolgy(NUDT)

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Diversity

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Engineering Leadership Development Division

importance to theknowledge structure of students, but it lacks relevant contents about the development trendand the application of the world science and technology. It is difficult for students tounderstand the direction and emphasis of the future development of in the control engineeringfield. Because of the insufficiency of visionary, proactive, integrity, they may unable to seethrough the engineering application prospect to achieve a goal at the scientific frontier, andlose ability of systematically integrating the innovative factors in a great capacity of scientificand technological information. （2）Aspect of Technical Factor. The current curriculum system plays a good supportingrole in the aspects of writing technical reports or academic

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

other functional groups within thebusiness structure to attain project success in the “real world.”In response to calls from our alumni advisory board for a leadership experience integratingbusiness and engineering disciplines, a leadership development competition was designed usingsustainability as the theme. Students developing leadership skills from both engineering andbusiness were organized into teams to identify and solve a sustainability problem. Each studentwas not only focused on the overall competition, but also in defining their roles and leadershipopportunities. Both teams and individual students had periodic metrics to report, as well as detailtheir plans for influencing stakeholders or teammates in specific action areas. While

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

Tagged Divisions

Engineering Leadership Development Division

making it happen in a real world environment. Figure 1: The focus of the Gordon Engineering Leadership Program - Educating at the Intersection of Engineering and LeadershipThis paper concentrates on the use of experiential learning as part of a deeper dive into theleadership portion of the program including the definition of leadership capabilities, a leadershipdevelopment framework and examples of how the framework is used, in conjunction withinteractive LLabs, to build competence and mastery of leadership skills. Candidates learn toapply these skills in their own industry and work environment.In prior papersii an overview of the complete structure of the GEL approach has been described,including the assessment of

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Engineering Leadership Development Division

,and University of Toronto’s Global Engineering Certificate. (7-20). While definitions ofengineering leadership and global engineering education varied, several engineering leadershipdevelopment programs included the following: (1) a foundational leadership course (addressingtheory with practical applications); (2) choice among elective leadership or leadership-orientedcourses; (3) practical experience in solving real world problems, and, (4) a capstone experience.Table 2 shows examples of the kind of information that was considered useful in this exercise.Table 2: Examples of Engineering Leadership Development and International EngineeringPrograms References Excerpts of Key Information Engineering

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

Tagged Divisions

Engineering Leadership Development Division

serve ourstudents. Our work with the Center for the First Year Experience (newstudent.wisc.edu)strengthened the course by solidifying the way we integrated course content with theprocess of their first year transition to college (Ward-Roof 2010). The course was broughtto life as we grounded it in the student experience, informed by real world applications, andframed by academic theories and models.The course requires a lead instructor with experience in industry and the classroom, and theability to connect with students without appearing to be too far removed from the realities oftheir lives. Where there were gaps in real world experience, we filled them with campus,community, and industry guest speakers, always mindful of avoiding the

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

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

Tagged Divisions

Engineering Leadership Development Division

processes, products, and implications, as well as the leadershipskills necessary to be able to influence change and motivate others. Using the definition as aspring board, Little-Wiles, Hackney, and Daugherty, explored whether the definition had meritin “the real world,” by conducting a small-scale, exploratory study using semi-structuredinterviews to identify characteristics of technology leadership across several contexts (as diverseas health care to high technology manufacturing companies).11 Their results conclude thattechnology leadership is a distinct role mainly at higher organizational levels and that there areimportant defining characteristics including curiosity, technical knowledge, communicationskills, and leading change.Building on 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

Tagged Divisions

Engineering Leadership Development Division

programs towards Page 24.157.3experiential learning. Traditional leadership education consisted of seminars and lecture-basedcourses to instil knowledge of leadership principles and concepts in the minds of students.Although these traditional techniques are effective at initiating lower levels of learningcognition10, it has been shown that lecture-based learning of leadership topics is not as effectiveas experiential-based learning for developing higher levels of learning cognition. Experientiallearning specifically requires analysis and application of concepts and principles in real-life orsimulated real-life problems4,5,11,12,13.Experiential

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

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

Conference Session

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

Tagged Divisions

Engineering Leadership Development Division

incorporated as well.2,3 Aninternational study performed by MIT noted that the Program was one of four case studies ofgood practice to teach Engineering Leadership, particularly with a focus on creating the broad,global engineering skill base needed in today’s engineering leaders.4 Further, studies haveshown that incorporation of EC2000 accreditation criteria (which included professional skilltraining and other pedagogy methods) enhanced professional skills and technical performance instudents.5 Anecdotally, we have found that the incorporation of global competency skillsdeveloped through real-world engineering projects further energizes students, resulting inincreased dedication to both the technical and professional dimensions of leadership.As the

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

Tagged Divisions

Engineering Leadership Development Division

* Post-course 4.32 0.68 Pre-course 4.03 0.74 Creativity 4.37* Post-course 4.31 0.64Note. Subscales are in descending order of largest to smallest increase in the pre-course to post-course subscale mean response.*p value 90%) of the students taking this 2-credit Leadership Principles classalso took the 1-credit companion class Leadership Experience. In Leadership Experience,students are engaged primarily in hands-on real-world projects related to change processes indeveloping world communities; this experience may have positively affected their self

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

activities have an inherent different motivating factor to learning leadershipbecause (1) they provide periodic quantitative feedback, (2) academics are an individual activityand (3) sporting events provide personal coaching on a weekly basis. If the LDP was going to beable to demonstrate its efficacy, there must be a means employed for making the learningrelevant and the training experiential.Engineering education is greatly enhanced when students get to apply their technical knowledgeto complex real-life projects. Their learning is further enhanced when they learn the value of howto properly manage and lead a project. The combination of having students lead their RSOstudent competition teams and using the Hoshin Kanri X-matrix was the solution for

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

Tagged Divisions

Engineering Leadership Development Division

achieve leadership knowledge (define leadership), comprehension(explain leadership) and application (apply leadership). In 2008, Program Criteria for Civil andSimilarly Named Engineering Programs were proposed by ASCE and accepted by ABET asaccreditation requirements. These (civil engineering) programs are expected to provide a level ofleadership comprehension for students such that students are able to explain the role, responsibilities,and attitude of a leader and the essential elements of leadership principles; this comprehension can bedeveloped within existing courses, projects, or other forms of learning experiences.2As the search for life in our solar system has begun with an exploration of the planet judged most likelyto support life, Mars

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

Tagged Divisions

Engineering Leadership Development Division

2006, and based on the learnings from ELP, in Fall 2010 the E2020 programwas launched replacing the ELP22 Page 26.634.5Effective leadership. The most commonly seen theme across the statements was the idea ofcreating students who would be “more effective leaders”19, and thus be able to “better servicetheir professions and society”12. Other statements included descriptions of being “able toeffectively contribute to real-world” projects15 and to “handle complex, human challenges”23.This theme emphasizes that the goal of engineering leadership education is not only to teachengineers to be leaders

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

Tagged Divisions

Engineering Leadership Development Division

reach out to help along with ingenuity and intellect development—experiential learning on complex real world challenges in the community as a microcosm of the world. 6. Engineering Leader Coaching and Mentoring Relationships for class projects, club projects, community engagement projects or personal growth coaching. Students are encouraged to share group experiences in personalized sessions with the seminar Page 26.1577.10 instructors and receive coaching on ways to apply leadership exercises they are currently learning.The speaker series features people who model the behaviors and skills of leadership as well asthe

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

Tagged Divisions

Engineering Leadership Development Division

supervision for a PhD student studying teamwork in engineering teams aspart of a dissertation.The other end of the spectrum is practice, or leadership development. This refers to theactual skill development and behavioural change involved in improving students’competencies as leaders. A number of programs exhibit this extreme, and one example isTufts’ Masters of Science in Engineering Management, which focuses on integration ofskills and real world application in corporate engineering contexts.The majority of programs are strongly oriented towards the application of leadershiplearning to practice. Very few programs are aiming to produce new research or scholarsin engineering leadership, and most seek to improve the capacity of their graduates tolead

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

Tagged Divisions

Engineering Leadership Development Division

how much they grew in their learning and inwhat areas they subsequently applied this knowledge. Besides the two main projects, smaller activities and projects were created alongside themain projects to help students connect what they were learning to real applications and practicethe hands-on skills necessary for completing the major course projects and equip them for future Page 26.502.10Engineering Leadership courses. These activities included, but were not limited to, working inthe machine shop and building circuits. The students could then take those skills and use them tocreate items for their sculptures or build their product for

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

supportive community; “esprit de corp” A desire in students to lead and effect positive change in their communities An innovative engineering curriculum that radically enhances student engagement and student experience Graduates who are sought after for their leadership mindset and their real-world technical breadth A culture where students are partners Page 26.635.72. Create the culture you want from the beginning. Culture can be described as the implicitassumptions and expectations that define how players

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

provide us with important insights about the role of student involvement inpersonal and academic growth, but their focus on an earlier stage of adolescent developmentraises questions about the applicability of their findings to undergraduate engineering students.Ya-Rong Huang and Sheue-Mei Chang examined the relationship between co-curricularinvolvement and student development in third year university students majoring in fine arts, law,physics, engineering and business across 14 universities in Taiwan and found that co-curricularinvolvement was associated with affective and cognitive growth in students 27. In contrast toMarsh and Kleitman’s study, Huang and Chang did not find diminishing returns for extremelevels of participation. Rather, they

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

Tagged Divisions

Engineering Leadership Development Division

working on leadership and teaming activities for engineers.Dr. Robert R. Klein, Western New England University Robert R. Klein, Ed.D., is a Professor of Education at Western New England University (Springfield, MA). He completed his doctoral work at Harvard and collaborated with the Center for Applications of Psychological Type (CAPT) to develop an assessment tool, the Klein Group Instrument for Effective Leadership and Participation in Teams (KGI). He trains people internationally in leadership and group skills and is a faculty member of the C.G. Jung Institute in Zurich, Switzerland. Page 26.1598.1

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

Tagged Divisions

Engineering Leadership Development Division

efforts have been made to develop these technical and professional skills inengineering graduates, there has been little change in the pedagogy of most engineeringeducation institutions in the U.S.,8 despite the evolution of engineering education in many Page 26.1060.2countries around the world. Many of these efforts involve changing only one or two aspects ofthe curriculum, and are bound to fail in making significant changes in the student learningexperience due to the limited change in the curriculum.9 For success, engineering curricularchanges will need to address the entire education system. In order to see real, sustainableimprovement in

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

peer leadership assessment, it would also provide a deeperunderstanding of the individual student development.Conclusion The results of the leadership performance that E-LEAD students had during thedevelopment and implementation of the workshops revealed the innovation, leadership skills,and adaptability expertise learned in the BSEL degree. Participants were able to improve theirleadership skills after applying their theoretical knowledge during an extracurricular leadershipexperience. This study demonstrates that a real-world experience helped individuals attain animproved aptitude for leadership, even when their educational understanding and trainingremained similar to that from before the experience. When E-LEAD students were

Conference Session

Listening and Negotiation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

provost.IntroductionNegotiation is a task we encounter on a nearly daily basis. We readily and easily negotiate withour friends about our next recreation event – what we will do (ski, dine, hike, etc.), where wewill do it, who will bring what dish, who will drive. We routinely negotiate with partners andformer partners, sometimes on very difficult matters – budget, time, childcare, and much more.We negotiate with our children, with vendors and with our students. There is no doubt we havesome substantial expertise in handling ourselves as negotiators in a wide variety of settings.However, the area where we have the least opportunity for gaining experience in negotiationsurrounds our professional world, particularly as it relates to our own professional advancement.While

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

Tagged Divisions

Engineering Leadership Development Division

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

3 Northouse (2010) – Hartmann and Jahren (2016) Ibarra (1999, 2015) – leadership as a process [13] – engineering leadership provisional selves and creating behaviours [9] opportunities [14], [15] Rottmann et al. (2015) – three engineering leadership Ashforth et al. (2007) – orientations [5] proactive behaviours of newcomers [12]By leadership conception, we mean the implicit definitions or mental models through whichindividual engineers see the world and which help them identify what is and is not leadership.We attempt to distinguish leadership conceptions that are based on leadership as a position