Brown, P. R., & Williams, J. M., & Sipes, S. M. (2015, June), Assessment of the Rose-Hulman Leadership Academy  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23603

\bibitem{asee_peer_23603}
  Brown, P. R., \& Williams, J. M., \& Sipes, S. M. (2015, June), \emph{Assessment of the Rose-Hulman Leadership Academy}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23603

Philip Reid Brown, Julia M. Williams, and Shannon M. Sipes.  "Assessment of the Rose-Hulman Leadership Academy".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23603 Internet.  29 Jun, 2024

\bibitem{asee_peer_23603}
  Philip Reid Brown, Julia M. Williams, and Shannon M. Sipes.
  "Assessment of the Rose-Hulman Leadership Academy".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23603 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_23603
author = "Philip Reid Brown, Julia M. Williams, and Shannon M. Sipes"
title = "Assessment of the Rose-Hulman Leadership Academy"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23603}
number = {10.18260/p.23603}
}

TY  - CPAPER
AB  - Assessment of the Institution X Leadership AcademyGiving students the ability to be entrepreneurial leaders is a potentially valuable outcome for anengineering program. Entrepreneurial leadership consists of communication, teamwork, andproblem solving skills that are important to careers in STEM fields, including engineering. Forengineering, in particular, entrepreneurial leadership skills relate directly to accreditationoutcomes that every undergraduate engineering program must address. In this study, we describethe assessment of a three day leadership academy program at a small, technical school in theMidwestern United States. Activities in the academy consisted of seminars on leadership stylesand communication comingled with problem solving and teamwork activities in which studentswere asked to analyze and apply the ideas they had learned. This academy is part of a grant fromthe Kern Entrepreneurial Engineering Network (KEEN), and activities were tailored to addressspecific outcomes from that grant. Multiple forms of data were collected to assess the studentexperience at this leadership academy. To assess the application of ideas from seminars duringactivities, program facilitators, consisting of faculty and attendees of previous iterations of theacademy, were asked to fill out open-ended assessment forms. These forms were designed tohighlight ideas that students were implementing well, and areas that were in need ofimprovement. Additionally, pre and post surveys were administered to all program participants,measuring leadership self-efficacy, entrepreneurial mindset, and student perceptions of programoutcomes. Finally, voluntary semi-structured interviews were conducted after the leadershipacademy concluded. These interviews addressed outcomes that were not covered by surveys andfacilitator comments, and provided further insight into how students perceived the academy. Ouranalysis of results shows that academy activities positively influence student skills in leadership,teamwork, communication and problem solving.
AU  - Philip Reid Brown
AU  - Julia M. Williams
AU  - Shannon M. Sipes
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Assessment of the Rose-Hulman Leadership Academy
UR  - https://peer.asee.org/23603
DO  - 10.18260/p.23603
ER  -