Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)

Paper ID #47450Enhancing Leadership Capabilities of Engineering Instructional Faculty Throughan ICVF-Based Reflection ActivityDr. Meagan R. Kendall, University of Texas at El Paso An Associate Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is a founding member of the Department of Engineering Education and Leadership. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop identities as engineers and navigate moments of identity interference, student and faculty engineering leadership development through the Contextual Engineering

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Louisiana State University and A&M College; Boz Bowles, Louisiana State University; Adrienne Steele, Louisiana State University and A&M College

Tagged Divisions

Engineering Leadership Development Division (LEAD)

(escape room) paired with theintroduction of psychometric/behavioral profiling, curated reflective activities, and placement ofthe event in a scaffolded series of workshops. Through pre- and post-survey evaluations andevaluation of the post-activity reflection exercise, the change in students’ attitudes towardsteamwork, self-perception of their role on teams, their perceptions of the importance of clearcommunication with teammates and their comfort level of effectively working on teams will beexamined.The Chevron Leadership Academy at Louisiana State University is a corporate-sponsored, extra-curricular leadership program. As part of this program, students attend a series of workshopscovering a variety of leadership development topics. One is a

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kim L Paige, Georgia Institute of Technology; Bianca Bernada Chuma, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, and develops student leaders to embody the principles of professional academic advising and leaders within their academic, professional, and social communities. These student leaders serve as invaluable resources for their peers, offering guidance, support, and insights into the biomedical engineering experience. Grounded in student development and servant leadership principles, the PALs program fosters ethical and inclusive leadership, building strong peer-to-peer relationships that facilitate knowledge transfer and personal growth. Dr. Paige’s unwavering commitment to guiding and educating students in higher education drives her to advocate for the development of critically reflective students, scholars, leaders

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christina Restrepo Nazar; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Corin L. Bowen, California State University, Los Angeles; Gustavo B. Menezes, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

theHighlander Folk School model of reflection and practice (Brian & Elbert, 2005) can supportradical change in systems. Much of the work done in the Eco-STEM project thus far hasemphasized the role of faculty through Faculty Communities of Practice (F-CoP) (Warter-Perezet al., 2022), an inclusive Teaching Repository, a reflective Peer Observation Process and Tool(Bowen et al., 2022b), and a Student Experience Survey that is in the process of development(Eco-STEM). However, in this paper, we describe how leaders, in their leadership capacity aschairs of science and engineering departments, develop an understanding of their role as leadersthrough a lens of power and privilege--both as individuals in the broader context of society (e.g.,mostly white

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois Urbana - Champaign

Tagged Divisions

Engineering Leadership Development Division (LEAD)

. The coursefocuses on leadership development through weekly interactive seminars, with guest speakersfrom different campus units sharing their areas of expertise. To apply their learning, studentsform cross-disciplinary teams so that they are working with peers from various engineeringmajors. Each team, mentored by a pre-service teacher, develops an interactive K-12 STEMlesson, concluding in a lesson delivery and final presentation at the end of the semester.Preliminary findings reveal that students were more enthusiastic about their team projectscompared to the earlier seminars and reflections, despite the additional time commitment neededoutside of class. They highly valued the opportunity to engage with the local community and hada deeper

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert Benjamin Simon, Georgia Institute of Technology; James Field; Lauren Stewart, Georgia Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD)

around student teamingis the distinction between academic settings and the environments students will experience inprofessional settings. This omission is problematic when juxtaposed to the motivation behindmuch of educators' work: to better prepare engineering students for the profession ofengineering. If classroom settings continue to be just that, students will continue to be ill-equipped for their transitions into the workforce. This paper tests a unique approach to studentteam formation, reflective journaling, and final grading by mimicking certain aspects of theprofessional setting in the classroom – especially as it relates to team formation, projectmanagement, and feedback. This work builds on a previous work-in-progress paper that

Conference Session

Inclusive Leadership: A Panel Discussion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Sara Valentina Rojas

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

] during the REU. Thefollowing program components were used to develop students’ technical and professionalleadership-enabling competencies: virtual setting, research projects, posters, technicalworkshops, journal club, faculty seminar networks, community hours, and weekly reflection andsurvey. A Virtual SettingDue to restrictions following COVID, the REU site was held virtually. While this meant somestudents and faculty never actually met face-to-face, it allowed students the opportunity to workon projects across various geographic regions and meet and connect with faculty and mentorsaround the world. This virtual site was strategically organized to optimize student engagementand learning opportunities in a remote environment. The REU

Conference Session

Special Session: Engineering Leadership—The Courage to Change

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Mattucci, University of Guelph; Makary Nasser, University of Guelph

Tagged Divisions

Engineering Leadership Development Division (LEAD)

education. The specific objectives are to:identify characteristics indicative of thriving and successful mentorship practices within thisnetwork; recognize opportunities and barriers in future potential mentorship relationships; andidentify potential lines of inquiry for future work on mentorship social networks. Aspects ofinterest include motivation for being a mentor or mentee, benefits of being a mentor or mentee,mentorship relationship patterns related to the domain of educational leadership, and types ofmentorship methods. A survey featuring critical reflection prompts was distributed to tenindividuals, including mentors, mentees, and peer mentors associated with the primary node, whoalso completed the same survey for each connection. Through

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brett Tallman, University of Texas at El Paso; Bryce E. Hughes, Montana State University - Bozeman; William J. Schell

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

maintain that the ways engineers navigate thisexperience are unique, even compared to other autonomous professions [e.g. 31, 32-34]. Whileseveral scholars have explored how leadership is practiced in the engineering profession, one hasemerged as particularly useful; [12] proposed a model of three leadership orientations in theprofession: 1. Technical Mastery –leadership practiced by teaching others; 2. Collaborative Optimization – leadership practiced by gathering and influencing teams; 3. Organizational Innovation— leadership practiced by creating market solutions.These three orientations reflect the skills, behaviors, and values commonly exhibited by leadersin the engineering profession; they also provide a coherent and

Conference Session

Special Session: Engineering Leadership—The Courage to Change

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Moore, University of Toronto; Lisa Romkey, University of Toronto; Amin Azad, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

disciplines, but rather require aninterdisciplinary approach. Originally conceptualized by Rittel & Webber [2], wicked problemsare problems with multiple stakeholders and competing demands, which often contain ethical,social, political, or environmental dimensions. They are challenging to frame and scope, giventhe lack of an obvious “stopping point” when the problem to solution process is complete.Wicked problems reflect pressing societal issues like climate change, transportation and urbandevelopment, healthcare and technological unemployment – problems that frequently engage thetechnical expertise of engineers but require a breadth of disciplinary knowledge outside ofengineering as well, requiring strong collaborative skills and an intellectual

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi; Sheila Rivera; Rachel Elizabeth Rice, Texas A&M University; Nicholas Aleczander Barrio, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, indicating a need for broader acceptance and integration [10]. In engineering education, the integration of empathy takes several forms. Incorporatingempathy into engineering curricula can shift students' perceptions of their roles as engineers. Forinstance, empathy modules in first-year engineering courses have been shown to influencestudents' engineering identity and enhance their understanding of the social and culturalimplications of their work [11]. Empathy also plays a crucial role in fostering productivecooperative problem-based learning environments, where it aids in team dynamics and problem-solving [12]. Reflective thinking and social learning frameworks are used to develop empathy inteam settings, which is essential for effective

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; John M. Feiler, Massachusetts Institute of Technology; Leo McGonagle, Massachusetts Institute of Technology; Eileen Milligan, Massachusetts Institute of Technology; Alexander Rokosz, Massachusetts Institute of Technology; Elizabeth Schanne, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

deliverables reflecting a partial recognition or incompletehandling of ethical dimensions, and those that submitted deliverables reflecting thorough navigationof ethical dimensions. These performance observations were possible because the activity involvedmaking resource choices linked to ethical implications, resulting in certain materials’ use (orabsence) evident in teams’ physical deliverables. Students’ post-activity reflections, submitted afterthey participated in an activity debrief, included indications of intended learning in a majority ofcases (83% of submittals) based upon a rubric. Drawing from activity observations and reflections,we discuss how teams’ ethical decision making appears to have been strained by various intendedpressures

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Engineering Leadership Competencies and Skills

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohamed Razi Nalim, Indiana University-Purdue University Indianapolis; Danka Maric, Indiana University-Purdue University Indianapolis; Mohammadhossein Jamshidnejad, Indiana University-Purdue University Indianapolis; Sharon Miller, Purdue University; Lauren Christopher, Indiana University-Purdue University Indianapolis; Christine Krull, Indiana University-Purdue University Indianapolis; Eric W. Adams, Indiana University-Purdue University Indianapolis; Shahrzad Ghadiri, Indiana University - Purdue University Indianapolis; Richard Vernal Sullivan, Indiana University-Purdue University Indianapolis; Clifford Campbell, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

discipline-based educational research, including design self-efficacy, project-based learning, critical reflection in ethics, and high-impact practices.Lauren Christopher, Indiana University-Purdue University Indianapolis Dr. Lauren Christopher attended Massachusetts Institute of Technology, where she received her S. B. and S. M. in Electrical Engineering and Computer Science in 1982, specializing in digital signal processing and chip design. She worked at RCAˆa C™s David SaChristine Krull, Indiana University-Purdue University IndianapolisEric W Adams, Indiana University-Purdue University IndianapolisShahrzad Ghadiri, Indiana University - Purdue University IndianapolisRichard Vernal Sullivan, Indiana University-Purdue University

Conference Session

Engineering Leadership Development Division (LEAD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Calvin Hawks, University of Colorado Boulder

Tagged Divisions

Engineering Leadership Development Division (LEAD)

the University of From Engineering Colorado Boulder, explored "street-smarts--skills beyond the technical or theoretical knowledge- -by engaging directly with alumni working in engineering industries. They then reflected on the conversation in an assignment, which were used as the data for this

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Rhea Dutta

Tagged Divisions

Engineering Leadership Development Division (LEAD)

students to critically explore and reflect on learningexperiences with and through VR. Each week, students completed reflection activitiesresponding to the comparison of learning experiences (VR vs. traditional in-person instruction).The paper concludes by discussing lessons learned, offering practical recommendations foreducators, and suggesting additional instructional resources for institutions with or withoutaccess to VR technology. The guiding research question for this qualitative study is as follows:How do participant perceptions of virtual reality compare to in-person instruction, and how doesthis change over time?2. BackgroundThe demand for effective remote learning solutions has surged in recent years, largely driven bythe COVID-19

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Engineering Leadership Competencies and Skills

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, several barriers toimplementing these types of frameworks exist. First, many engineers continue to hold atraditional, hierarchical view of leadership and thereby may resist the notion that engineering is aleadership profession [7], [8]. Additionally, while many opportunities to gain experience exist,support is needed to provide students with more meaningful development through intentionalengagement and reflection [9]. Providing a comprehensive framework for competencydevelopment faces many challenges, including lack of shared curriculum across engineeringmajors, lack of faculty expertise or commitment to leadership development [10], difficultyimplementing efforts at scale, and misconceptions that leadership is a field best suited for studentsin

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Estelle Oliva-Fisher, University of Toronto; Emily Moore, University of Toronto

Tagged Divisions

Engineering Leadership Development Division (LEAD)

institutions have attempted to track student success from their engineering leadershipprograms post-graduation, primarily through surveys. Researchers at U of T evaluated the impactof their curricular and co-curricular program through a survey of over 800 alumni with 25 followup interviews [8]. The ILead program at U of T program is relatively diffuse; students could takeacademic leadership courses or participate in various duration co-curricular programs, from 2-hour workshops to 30-hour cohort-based programs. There was no attempt to assess alumnileadership using any validated instrument; alumni were instead asked to reflect on how theirinvolvement in ILead programming had impacted their career. Alumni reported an impact ofleadership courses on their

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Doug Reeve, University of Toronto; Andrea Chan, University of Toronto; Milan Maljkovic, University of Toronto; Emily Macdonald-Roach

Tagged Divisions

Engineering Leadership Development Division (LEAD)

of talking about this familiar experience. (p.214)Our project provided senior engineers with a systematic way of talking about “this familiarexperience,” by prompting them to describe two memorable events (a proud moment and astruggle) and reflect on how each of these experiences shaped their leadership development.Bennis and Thomas [32] have coined a phrase to characterize this type of powerful catalyst forleadership development—“leadership crucibles” (p.39). After analyzing interviews with 40business leaders, they learned that regardless of age or stage, all participants had lived through“intense, often traumatic, experiences that transformed them and became the source of theirdistinctive leadership abilities” (p.39). By focusing on “proud

Conference Session

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

. • Clearly indicate that the client was not charged a fee for this design work. • Identify benefits to your client and society because of the free services you provided in this specific project. • Identify benefits you received (might be esoteric) from providing free services for this specific project. • Describe any knowledge gained and/or skills acquired through service or volunteer experiences outside of your coursework during your undergraduate education.For these five responses, we prepared a rubric to rate the students’ reflections. I. Did the students/team actively participate? II. Were/was the students/team attending to a task?III. Did they identify a motivation to demonstrate “consideration of others” and was it about

Conference Session

Joint Technical Session: Engineering Leadership Development Division and Engineering Management Division

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, United States Military Academy; Meg Handley, Pennsylvania State University; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Engineering Leadership Development Division (LEAD), Engineering Management Division (EMD)

development. To support the continuedgrowth of this nascent field, reflection on past research history combined with recognition of current and future challenges is vital todeveloping a relevant research agenda. Such a research agenda may inform future growth by meeting intellectual demand withrelevant insights informed by prior work. An end-goal of the EL research enterprise is strengthening the field’s impact on the ELcommunity and the engineering education field more broadly. A substantial portion of the research on EL is published through theAmerican Society for Engineering Education (ASEE). In particular, EL thought leaders often publish through a division focused onsupporting EL education, educators, and researchers, the Engineering Leadership

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aida Ghiaei, University of Connecticut; Alanna Marie Gado; Francesco Rouhana; Tasnim Zaman; Mahjabeen Fatema Mitu; Mayowa Festus Oladele; Adaeze Maduako, University of Connecticut; Suman Kumari, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

program dedicated to that purpose is essential to prepare them for their future roles asleaders in their respective fields [2]. All should be encouraged to build up their individualleadership portfolios [3]. The graduate students in such a program can acquire knowledge andlearn and practice distinct and direct skills and values relevant to leadership. Included in these areethical decision making, communication, and networking [2–6]. Throughout its course, theprogram can continually improve in terms of both its curriculum and the leadership skills it confers[4], adapting to the current academic environment and reflecting the members’ evolving leadershipgoals. The following work outlines a pathway to address the need for leadership

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Engineering Leadership Development Division (LEAD)

least once.Course description. Experiential Leadership is a “field-study” course, which at our universitymeans that students follow a common syllabus and structure but do not meet regularly as a class.Students individualize the syllabus to meet their own learning objectives. In consultation withcourse instructors and their mentor, they select readings, podcasts and videos; identify andpursue activities that promote capability development; and track their progress. The assignmentsincorporate elements of reflection, narrative exploration, learning with others through teamwork,and learning from industry professionals [2]. The course is graded.To create the Leadership Development Plan, each student reviews the descriptions of the JHLPleadership

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Becerra, Arizona State University; Jennifer Chen Wen Wong, Arizona State University; Tami Coronella, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

in the problem, identify one feedback loop to improve the solution, gather peer-reviewed articles to inform the solution to the problem, and engage with their stakeholders.Solution/Design/ Each group is asked to showcase their [17]Redesign design/redesign by generating a sketch, mockup, or infographic of the design to help depict the solution in a creative way.Final Systems Thinking Each group is asked to reflect on potential [17]Portion and Presentation risks that may arise from implementing their design or solution

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Annalisa Perez, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.; Sarah Huizar, University of Texas at El Paso; Christopher Isaac Camacho, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

for Undergraduates at the University of Nebraska–Lincoln. His research interests include engineering identity, reflective learning, and innovative teaching practices. ©American Society for Engineering Education, 2025Exploring Integrated Peer and Reverse Mentoring in Engineering Education:A Work in Progress.AbstractThis Work-in-Progress (WIP) paper examines the introduction of integrated peer and reversementoring for first-year engineering students at a Hispanic Serving Institution (HSI). In thismentoring program, near-peer mentors—upperclassmen with relevant academic knowledge of thecourse—met weekly with mentees to provide guidance, share experiences, and address academicchallenges. These near-peer

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Kenneth W. Lamb P.E., California State Polytechnic University, Pomona; Seth Claberon Sullivan, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

taken [2]. The research ofEdmondson noticed that certain teams within the same hospital produced very differentoutcomes for the patients they oversaw. As she observed more closely why certain teams couldbecome a learning organization, she noticed that the teams did seven things positively. From theseven items she created a survey that a team could use to guide a reflection on where they are intheir growth towards becoming a learning organization.The seven survey items that Edmonson created are included in the appendix of this paper, butcan be summarized into the following categories of scenarios commonly encountered in teams:making mistakes, asking for help, taking small risks, discussing tough issues, respecting thecontribution of others

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University and A&M College; Adrienne Steele, Louisiana State University and A&M College; Rebecca Acosta Burdette; Annemarie Galeucia

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

recent, launched in 2016. This program requires students to be successful in classes and write a prompted reflective essay regarding their experiences. The LSU Distinguished Communicator Award goes beyond the Certificate; in addition to requiring the courses and reflection, students are asked to work with a faculty advisor to build a developmental e-portfolio to demonstrate their discipline-specific communication skills. Students who complete the Distinguished Communicator program earn a medal and a notation added to their LSU transcript. 4) The Faculty Summer Institute was initially a 3-day faculty development program aimed at teaching C-I pedagogy, which included active learning techniques, as well as

Conference Session

Inclusive Leadership: A Panel Discussion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Clemson University; Brooke Charae Coley, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

representative of a larger demographic.Additionally, this study does not aim to compare differences of experience delineated acrossdifferent racial backgrounds. The experiences described in this work reflect a single researcher'sinterpretation and a small representation of Black engineering leaders. Despite these limitations,this work aims to present an authentic depiction of what Black engineers typically encounter intheir leadership pursuits.Findings The stories of the Study Leaders illustrate unique insight into the experiences of early-career Black engineers in leadership positions. During their interviews, the Study Leaders' use ofBlack language allowed them to emphasize aspects of their stories and reflect on the impact thattheir experience

Conference Session

Inclusive Leadership: A Panel Discussion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Lewis Caulfield; Daniel Ivan Castaneda, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University & Carthage College

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

Carthage College, Dr. Nagel is leading development of two new degree programs: a Bachelor of Arts in Engineering and a Bachelor of Science in Engineering. ©American Society for Engineering Education, 2023 Learning from an Omnidirectional Mentorship Program: Identifying Themes and Outcomes through a Qualitative LensAbstractMentorship has many benefits which may include sharing, reflection, and empathy. Mentoringfosters understanding of others and their perspectives. Being mentored increases one’s potentialfor success and satisfaction, opening doors for new opportunities in personal and professionalgrowth. Omnidirectional mentorship is a type of organizational structure that emphasizes

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Arsalan Ashraf, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development Division (LEAD)

real” in practical situations such ascommunicating with one’s team, managing stakeholder relationships, and navigating projects. Senge [3] offers insight into developing one’s personal mastery through committing toface one’s current reality; this includes creating realistic appraisals of an individual’s currentsituation and leaning into creative tension which is the balance between one’s current reality andtheir vision for the future. This is achieved by reflecting on one’s own goals and aspirations andregarding oneself as an active participant in creating their reality. Personal mastery has limited representation in engineering education literature. A briefreview of available literature demonstrated it has been discussed in work

Conference Session

Joint Technical Session: Engineering Leadership Development Division and Engineering Management Division

Collection

2023 ASEE Annual Conference & Exposition

Authors

John R. Donald, P.E., University of Guelph, Canada; Marnie V. Jamieson, University of Alberta, Canada

Tagged Divisions

Engineering Leadership Development Division (LEAD), Engineering Management Division (EMD)

over others. We live andwork in a culture that tips strongly towards work on the work life balance scale andembraces burnout behaviour.1.2 Co-contraries and change in engineering education.Change in engineering programs is a balance between those who are driving change andthose who resist change. These tensions can often be seen in the form of co-contraries [1]which are founded in the concept of polarities [2]. Co-contraries may be in apparentopposition but are actually interdependent pairs that exist on opposite ends of a spectrum.For example, work-life balance could be thought of as a co-contrary. It is not workagainst life but rather a mix that needs to be managed as the dynamic between work andlife demands ebb and flow. To reflect this, co